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Nespoli A, Sacco GGA, Bouhachem FZ, Motta F, Paredi S, Antolini L, Panzeri M, Pellegrini E, Fumagalli S. Assessment of the psychometric properties of the italian version of the midwifery student evaluation of practice (MIDSTEP-IT): A validity and reliability study. Midwifery 2024; 133:103991. [PMID: 38631137 DOI: 10.1016/j.midw.2024.103991] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2023] [Revised: 03/26/2024] [Accepted: 04/02/2024] [Indexed: 04/19/2024]
Abstract
BACKGROUND Clinical learning is a crucial component of the midwifery education program, necessary to support the acquisition of professional abilities through the integration of theoretical and practical learning experiences. Evaluating Bachelor of Midwifery students' perception of their clinical learning experiences is important to improve midwifery educational programs. AIM the objective of this study was the translation, cultural adaptation, and validation of the Midwifery Student Evaluation of Practice (MidSTEP) in a group of Italian midwives' students. METHODS "Translation and Cultural Adaptation of Patient Reported Outcomes Measures - Principles of Good Practice" guidelines were adopted to achieve the MidSTEP Italian version. Exploratory Factor Analysis was performed. Internal consistency for reliability was assessed using Cronbach's alpha reliability coefficient (α) and Omega coefficient (ω), while Intraclass Correlation Coefficients (ICC) were used to determine if the tool was stable over time. FINDINGS The Italian version of MidSTEP (MidSTEP-IT) has good internal consistency: considering the Clinical Learning Environment Scale, Cronbach's α was 0.839 (for the "Skill Development" subscale α was equal to 0.739 and for the "Philosophy of Midwifery Practice" subscale α was equal to 0.825) while considering the Midwifery Preceptor Scale, Cronbach's α was 0.920. Factor analysis does not fully reflect the factorial analysis of the original version. CONCLUSION The MidSTEP-IT had been proven to be a valid and reliable tool, easy and fast to administer, that could be effectively helpful for investigating and measuring the Italian midwifery students' perception of their clinical learning experiences, according to the setting and impact of mentors on their professional growth. It is an innovative tool, valuable in both clinical practice and research to highlight the importance of encouraging a supportive clinical learning environment and an efficient preceptorship.
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Affiliation(s)
- Antonella Nespoli
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | | | | | - Francesca Motta
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | | | - Laura Antolini
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Maria Panzeri
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Edda Pellegrini
- ASST Papa Giovanni XXIII Hospital, Bergamo, Italy & School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Simona Fumagalli
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy.
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Tsai LH, See LC, Fan JY, Tsai CC, Chen CM, Peng WS. Trajectory of change in perceived stress, coping strategies and clinical competence among undergraduate nursing students during clinical practicum: a longitudinal cohort study. BMC Med Educ 2024; 24:349. [PMID: 38553678 PMCID: PMC10981337 DOI: 10.1186/s12909-024-05332-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 03/20/2024] [Indexed: 04/01/2024]
Abstract
BACKGROUND Clinical practicum is crucial for strengthening nursing students' clinical competence. However, nursing students often experience considerable stress during clinical practicum, and so they employ coping strategies to alleviate it. There is almost no empirical evidence on the change trajectory of perceived stress, coping strategies, and clinical competence among nursing students during a one-year clinical practicum. This study aimed to investigate the trajectory of change in perceived stress, coping strategies, and clinical competence among undergraduate nursing students during a one-year clinical practicum. METHODS This study used a longitudinal cohort design. Undergraduate nursing students were recruited from a science and technology university in Taiwan to participate from February 2021 to January 2022. Perceived stress, coping strategies, and clinical competence among students in basic training practicum (T1), advanced training practicum (T2), and comprehensive clinical nursing practicum (T3) were surveyed by using the Perceived Stress Scale (PSS), Coping Behaviour Inventory (CBI), and Clinical Competence Scale (CCS). PSS, CBI, and CCS in T1, T2, and T3 were compared using a generalized estimating equation (GEE) to deal with correlated data. The level of statistical significance was set at α = 0.05. RESULTS A total of 315 undergraduate nursing students completed the questionnaire. The study results show that the overall perceived stress of the students is the highest in T2 and the lowest in T3. The main source of stress of the students is 'taking care of patients' at T1 and 'lack of professional knowledge and skills' at T2 and T3. Students' perceived stress in 'taking care of patients' gradually decreases over time. The four coping strategies of CBI, which are 'stay optimistic', 'problem-solving', 'transference' and 'avoidance' in this order, remain the same ranking in three surveys.The main stress coping strategy used by students is 'stay optimistic', while the coping strategy 'avoidance' is used more frequently in T2 than in T1 and T3. Students' mean scores of the overall clinical competence and in the 'general nursing' and 'management' subscales in T3 are higher than those in T1 and T2. However, their mean scores in 'self-growth' and 'positivity' subscales are the highest in T1 and the lowest in T2. CONCLUSIONS The results show that through experiential learning in clinical practicum at different stages time after time, students' overall perceived stress is the lowest and their overall clinical competence is the highest in T3. The main coping strategy used when students managed stress is 'stay optimistic'. According to the results, we suggest that clinical educators provide students with appropriate guidance strategies at different stages of stress and continue to follow up the clinical competence and retention rates of these nursing students in the workplace in the future.
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Affiliation(s)
- Li-Hung Tsai
- Department of Nursing, Chang Gung University of Science and Technology, 261, Wenhua 1St Rd., Guishan Dist., Taoyuan City, 33303, Taiwan.
| | - Lai-Chu See
- Biostatistics Core Laboratory, Molecular Medicine Research Center, Chang Gung University, Taoyuan City, Taiwan
- Department of Public Health, College of Medicine, Chang Gung University, Taoyuan City, Taiwan
- Division of Rheumatology, Allergy and Immunology, Department of Internal Medicine, Chang Gung Memorial Hospital, Linkou, Taiwan
| | - Jun-Yu Fan
- Department of Nursing & Graduate Institute of Nursing, Chang Gung University of Science and Technology, Taoyuan City, Taiwan
- Division of Nursing, Chang Gung Memorial Hospital, Linkou, Taiwan
| | - Ching-Ching Tsai
- Department of Nursing, Chang Gung University of Science and Technology, 261, Wenhua 1St Rd., Guishan Dist., Taoyuan City, 33303, Taiwan
- Department of Cardiology, Chang Gung Memorial Hospital, Linkou, Taiwan
| | - Chuan-Mei Chen
- Department of Nursing, Central Taiwan University of Science and Technology, Taichung City, Taiwan
| | - Wei-Sheng Peng
- Biostatistics Core Laboratory, Molecular Medicine Research Center, Chang Gung University, Taoyuan City, Taiwan
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Gonzalez MT, Bakken LN, Horntvedt MET, Hofoss D, Salminen L. Norwegian nurse educators' self-rating of competencies: a nationwide cross-sectional web-survey. Int J Nurs Educ Scholarsh 2024; 21:ijnes-2023-0040. [PMID: 38563612 DOI: 10.1515/ijnes-2023-0040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2023] [Accepted: 11/27/2023] [Indexed: 04/04/2024]
Abstract
BACKGROUND Nurse educators' competencies play a crucial role in the educational quality of nurses. OBJECTIVE This study aimed to investigate how Norwegian nurse educators self-rated their competence domains, and how these competencies were associated background variables. METHODS The study was designed as a cross-sectional web-survey, and n=154 participated and filled out the Evaluation of Requirements of Nurse Teachers (ERNT) instrument. Educators' mean working experience was 12.9 years (SD 9.2); 86.3 % were permanently employed and 76.8 % had formal supervision training. RESULTS The nurse educators rated their competence as good on all competence domains and single competence items, and ERNT total mean score was 4.62 (SD 0.28), with relationship with the students rated highest and personality factors rated lowest. The ERNT total mean score was significantly related to academic degree. CONCLUSIONS Educational leaders in nursing education are recommended to establish a mentoring and supporting team for their educators.
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Affiliation(s)
- Marianne Thorsen Gonzalez
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Linda Nilsen Bakken
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - May-Elin T Horntvedt
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Dag Hofoss
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Drammen, Norway
| | - Leena Salminen
- Department of the Nursing Science, University of Turku and Turku University Hospital, Turku, Finland
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Čukljek S, Županić M, Takšić I. Development and validation of satisfaction with clinical practice questionnaire for mentors and students. Int J Nurs Educ Scholarsh 2024; 21:ijnes-2022-0124. [PMID: 38576142 DOI: 10.1515/ijnes-2022-0124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 02/05/2024] [Indexed: 04/06/2024]
Abstract
OBJECTIVES To develop and validate a questionnaire on satisfaction with clinical practice for mentors (QSCP-M) and a questionnaire on satisfaction with clinical practice for students (QSCP-S). METHODS Two versions of the questionnaires were constructed: a version for mentors and a version for students. Both surveys were conducted at two time points. The first survey was completed by 252 students and 86 mentors, and the second by 291 students and 94 mentors. RESULTS Several exploratory factor analyses were performed on the results obtained, and two factors were identified for the QSCP-M and one factor for the QSCP-S. The coefficients of internal reliability for both questionnaires indicated stable and reliable measuring instruments. CONCLUSIONS Clinical practice satisfaction questionnaires for mentors and students showed good metric characteristics. The validation shows that both questionnaires are appropriate for examining general and specific satisfaction with clinical practice.
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Affiliation(s)
| | - Mara Županić
- 162065 University of Applied Health Sciences , Zagreb, Croatia
| | - Iva Takšić
- 162065 University of Applied Health Sciences , Zagreb, Croatia
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Thomas KJ, Yeganeh L, Vlahovich J, Willey SM. Midwifery professional placement: Undergraduate students' experiences with novice and expert preceptors. Nurse Educ Today 2023; 131:105976. [PMID: 37769601 DOI: 10.1016/j.nedt.2023.105976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2023] [Revised: 08/27/2023] [Accepted: 09/12/2023] [Indexed: 10/03/2023]
Abstract
BACKGROUND In recent decades, increased midwifery university places have been offered to address midwifery workforce shortages. As a result, more graduate midwives entered the workforce, in turn leading to more midwifery students precepted by novice midwives when on professional placement. It is not known whether this more junior midwifery workforce impacts student experience. AIMS To explore undergraduate midwifery students' experiences with novice and expert midwifery preceptors, and to identify the benefits and challenges of working with novice and expert preceptors, from the perspective of undergraduate student midwives. METHOD This study used a qualitative descriptive approach. Nineteen third/fourth-year Bachelor of Nursing/Bachelor of Midwifery (Honours) students attended six focus groups (ranging from 2 to 5 participants). Data were analysed thematically. RESULTS Three overarching themes were identified: 'Building relationships'; 'Teaching and learning'; and 'Improvements to professional placement'. Benefits and challenges existed with both novice and expert preceptors. Importantly, feeling welcomed and receiving critical feedback were identified. CONCLUSION The student/preceptor relationship is based upon feeling welcomed, and relatability, and is developed more easily with novice preceptors. Expert preceptors provide insightful and valuable feedback and are more able to actively teach. Novice preceptors' consolidation of practice can impact student learning opportunities. Including students in decision-making aids development of critical thinking. Allocation practices which address student learning needs will improve the student professional practice experience. Midwifery students benefit from working with midwifery preceptors of all experience levels. Translating the findings from this project into preceptorship training programs for midwives will improve student satisfaction and outcomes.
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Affiliation(s)
- Katrina J Thomas
- Nursing and Midwifery, Peninsula Campus, Monash University, VIC 3199, Australia; Monash Health, Clayton Rd, Clayton, VIC 3168, Australia.
| | - Ladan Yeganeh
- Nursing and Midwifery, Peninsula Campus, Monash University, VIC 3199, Australia
| | - Joanne Vlahovich
- Nursing and Midwifery, Peninsula Campus, Monash University, VIC 3199, Australia; Monash Health, Clayton Rd, Clayton, VIC 3168, Australia
| | - Suzanne M Willey
- Nursing and Midwifery, Peninsula Campus, Monash University, VIC 3199, Australia
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Yılmaz S, Aktaş D. Midwifery students' perceptions of clinical learning experiences and midwifery preceptors in Turkey. Nurse Educ Pract 2023; 73:103835. [PMID: 37977038 DOI: 10.1016/j.nepr.2023.103835] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2023] [Revised: 10/29/2023] [Accepted: 11/05/2023] [Indexed: 11/19/2023]
Abstract
BACKGROUND The clinical education environment presents a valuable opportunity for students to learn, acquire and develop the clinical skills essential for professional midwifery practice. The presence of competent and relevant preceptors plays a pivotal role in ensuring the success of midwifery students and fostering positive clinical experiences. AIM This study was conducted to evaluate the clinical practice experiences of midwifery students and their perceptions of midwifery preceptors. DESIGN A descriptive and cross-sectional study. METHODS This study was conducted with 205 students enrolled in the midwifery department of the Faculty of Health Sciences of a state university in Turkey. Data collection used a participant information form and the Clinical Learning Environment and Midwifery Preceptor Scales designed to assess factors affecting midwifery students' clinical learning. Data analysis was performed using the SPSS 22.0 program, employing methods such as the Independent Sample T-Test, One-Way Analysis of Variance and Tukey test. RESULTS The average total score on the Clinical Learning Environment scale was 31.08±2.16 out of a possible 32, while the average total score on the Midwifery Preceptors scale was 17.60 (SD 1.27) out of a possible 18. The mean total score of the Midwifery Preceptor Scale and the mean scores of the sub-dimensions of Skill Development and Midwifery Practice Philosophy were found to be statistically significantly higher in those aged 21 years and older than aged 20 years and younger (P < 0.05). The Midwifery Preceptor Scale total score, the Clinical Learning Environment Scale total score and Skill Development sub-dimensions mean scores of the second-year students were found to be statistically significantly higher than the first and third-year students (P <0.05). Furthermore, students who received education in larger groups and willingly chose and had a passion for the midwifery profession demonstrated significant positive perceptions regarding their clinical learning environment experiences and the impact of their preceptors on their professional growth. CONCLUSIONS Understanding the perspectives of midwifery students regarding the clinical education environment, preceptors and the teaching and learning process holds great importance for enhancing the quality of the clinical education environment and fostering the development of clinical competencies among midwifery preceptors.
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Affiliation(s)
- Sakine Yılmaz
- Faculty of Health Science, Department of Midwifery, Karatekin University, Çankırı, Turkey.
| | - Demet Aktaş
- Faculty of Health Science, Department of Midwifery, Karatekin University, Çankırı, Turkey
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Salamonson Y, Maneze D, Smith BW, Duff J, Theobald KA, Montayre J, McTier L, Donnelly F. Are men treated differently in clinical placements during nursing studies? A cross-sectional study. J Clin Nurs 2023; 32:6354-6365. [PMID: 37269058 DOI: 10.1111/jocn.16760] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Revised: 01/12/2023] [Accepted: 05/02/2023] [Indexed: 06/04/2023]
Abstract
AIM AND OBJECTIVE To explore the perceptions of nursing students regarding the treatment of men in nursing during their clinical placement. BACKGROUND Negative placement experiences of men who are nursing students is a risk factor for student attrition. Hence, exploring gender disparity in treatment during placement from both men and women studying nursing will contribute to improving student experience and reducing attrition. DESIGN Survey capturing both quantitative and qualitative data. METHODS Nursing students were surveyed between July and September 2021 across 16 Schools of Nursing in Australia. In addition to the Clinical Learning Environment Inventory (CLEI-19), an open-ended question explored if men received different treatment during clinical placement. RESULTS Those who expressed difference in treatment of men were less satisfied with their clinical learning experience (p < .001). Of the 486 (39.6%) who responded to the open-ended question, 152 (31%) indicated a difference in the treatment of men, reporting that men received: (a) better (39%); (b) different, not exclusively better or worse (19%); and (c) worse (42%) treatment from either the clinical facilitator or ward staff. While both men and women perceived gender differences in the treatment of men during placement, men were more likely to report worse treatment. CONCLUSION Despite the advances achieved in recruiting men in nursing, negative experiences during clinical placement are characterised by stereotypes, prejudice and discrimination, adversely impact retention. RELEVANCE TO CLINICAL PRACTICE Nurse educators need to recognise specific support students require during placement regardless of gender. Our findings reinforce the adverse impacts of inequitable treatment on both men and women nursing students on learning, clinical performance, morale and ultimately on retention in the nursing workforce. Addressing gender stereotyping and discrimination in the undergraduate nursing program is an important step in promoting diversity and inclusivity in the nursing workforce.
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Affiliation(s)
- Yenna Salamonson
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
- School of Nursing and Midwifery, Western Sydney University, Penrith, New South Wales, Australia
| | - Della Maneze
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
- School of Nursing and Midwifery, Western Sydney University, Penrith, New South Wales, Australia
| | - Brandon W Smith
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
- School of Nursing and Midwifery, Western Sydney University, Penrith, New South Wales, Australia
| | - Jed Duff
- Centre for Healthcare Transformation, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Karen A Theobald
- School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Jed Montayre
- School of Nursing and Midwifery, Western Sydney University, Penrith, New South Wales, Australia
- School of Nursing, The Hongkong Polytechnic University, Hung Hom, Hongkong SAR, China
| | - Lauren McTier
- School of Nursing and Midwifery, Centre for Quality and Patient Safety Research, Institute for Health Transformation, Deakin University, Geelong, Victoria, Australia
| | - Frank Donnelly
- Adelaide Nursing School, University of Adelaide, Adelaide, South Australia, Australia
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Sheehan A, Dahlen HG, Elmir R, Burns E, Coulton S, Sorensen K, Duff M, Arundell F, Keedle H, Schmied V. The implementation and evaluation of a mentoring program for Bachelor of Midwifery students in the clinical practice environment. Nurse Educ Pract 2023; 70:103687. [PMID: 37385208 DOI: 10.1016/j.nepr.2023.103687] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Revised: 06/04/2023] [Accepted: 06/12/2023] [Indexed: 07/01/2023]
Abstract
AIM To describe the implementation and evaluation of a midwife/midwifery student-mentoring program in one Local Health District in Sydney NSW Australia. BACKGROUND Evidence suggests well designed and supported midwife/midwifery student mentorship programs can make a difference to the clinical placement experiences and attrition rates of midwifery students. DESIGN In the evaluation of the mentoring program, we used surveys, focus groups and individual interviews. METHODS Eighty-six participants, including midwife mentors, midwifery students, non-mentor midwives and midwifery managers participated in the evaluation. Quantitative data were analysed using descriptive statistics and qualitative data, content analysis. RESULTS The mentoring program increased midwives' mentoring skills and was beneficial to their professional growth and leadership skills. Students reported positive outcomes including someone to talk to, emotional support and a sense of belonging. Mentoring programs require structure, mentor training, organisational support and transparency. CONCLUSION The mentoring program provided benefits to both midwifery mentors and students and demonstrated the value of a structured and supported mentoring program for midwifery students.
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Affiliation(s)
- A Sheehan
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University NSW Australia, Locked Bag 1797, Penrith NSW 2751, Australia.
| | - H G Dahlen
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University NSW Australia, Locked Bag 1797, Penrith NSW 2751, Australia
| | - R Elmir
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University NSW Australia, Locked Bag 1797, Penrith NSW 2751, Australia
| | - E Burns
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University NSW Australia, Locked Bag 1797, Penrith NSW 2751, Australia
| | - S Coulton
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University NSW Australia, Locked Bag 1797, Penrith NSW 2751, Australia
| | - K Sorensen
- South Western Sydney Local Health District, Australia
| | - M Duff
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University NSW Australia, Locked Bag 1797, Penrith NSW 2751, Australia
| | - F Arundell
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University NSW Australia, Locked Bag 1797, Penrith NSW 2751, Australia
| | - H Keedle
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University NSW Australia, Locked Bag 1797, Penrith NSW 2751, Australia
| | - V Schmied
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University NSW Australia, Locked Bag 1797, Penrith NSW 2751, Australia
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Zhao FF. Teaching behaviours of clinical teachers and professional commitment among nursing students: A moderated mediation model of optimism and psychological well-being. Nurse Educ Today 2023; 125:105774. [PMID: 36921540 DOI: 10.1016/j.nedt.2023.105774] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2022] [Revised: 12/23/2022] [Accepted: 02/26/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Understanding the paths that influence professional commitment among nursing students is important for helping students continue the nursing profession after graduation. The paths between the teaching behaviours of clinical teachers (TBCT) and professional commitment were unknown. OBJECTIVES This study aimed to examine whether psychological well-being mediated the relationships between the teaching behaviours of clinical teachers and professional commitment of nursing students. Moreover, we investigated whether the mediating effects of psychological well-being were moderated by optimism. DESIGN A cross-sectional design was conducted. SETTING AND PARTICIPANTS A total of 318 students from 24 hospitals in 13 cities in northern, north-eastern, and eastern China were included in the study. METHODS The instruments used in this study included the scale of teaching behaviours of clinical teachers, a brief inventory of thriving (measuring psychological well-being), a life orientation test (measuring optimism), and a professional commitment scale. The PROCESS macro for SPSS was used to perform mediation analysis and moderated mediation analyses. RESULTS Psychological well-being of nursing students partially mediated the relationships between the teaching behaviours of clinical teachers and professional commitment of nursing students. Also, optimism moderated the indirect effect of this mediation model. The indirect effect of clinical teachers' teaching behaviours was stronger for nursing students with low levels of optimism. CONCLUSION The findings suggest that the teaching behaviours of clinical teachers and psychological well-being promote professional commitment. In addition, the mediation of psychological well-being between the teaching behaviours of clinical teachers and professional commitment was conditional on different levels of optimism. Clinical teachers should pay special attention to students with low levels of optimism because teaching behaviours of clinical teachers exert more influence on those students' professional commitment.
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Affiliation(s)
- Fang-Fang Zhao
- Department of Nursing Science, School of Medicine, Nantong University, Nantong, China.
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Ravik M, Aase I, Akerjordet K, Laugaland K, Gonzalez MT. Nurse educators' suggestions for a digital educational resource suitable for undergraduate student nurses' placement studies: Qualitative empirical research. Nurs Open 2023. [PMID: 37139861 DOI: 10.1002/nop2.1782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 03/17/2023] [Accepted: 04/16/2023] [Indexed: 05/05/2023] Open
Abstract
AIMS To explore and describe nurse educators' suggestions regarding a digital educational resource addressing quality in placement studies for first-year student nurses in nursing homes. DESIGN A qualitative, explorative, and descriptive research design. METHODS Focus group interviews with eight nurse educators and individual interviews with six nurse educators. The interviews were audio-recorded and transcribed verbatim; subsequently, data were analysed in lines with content analysis as described by Graneheim and Lundman. RESULTS The analysis revealed three main categories: 'Suggestions for a digital educational resource to strengthen and support nurse educators' role in follow-up students', 'Suggestions for a digital educational resource to complement and support interaction between stakeholders in placement', and 'Suggestions for a digital educational resource to facilitate student nurses' learning processes'. The categories were captured by the overarching theme, 'A digital educational resource facilitating interaction between stakeholders and students' learning processes. CONCLUSION This study revealed nurse educators' suggestions regarding design elements, content, and use of a digital educational resource addressing placement studies for first-year student nurses' in nursing homes. Implications for the profession and/or patient care: Nurse educators should be involved in designing, developing, and implementing digital educational resources aiming to support student learning in nursing education placement studies. IMPACT This study explored nurse educators' suggestions for a digital educational resource. They suggested a digital educational resource to strengthen and support their role, support interaction between stakeholders, and facilitate student nurses' learning processes. Further, they suggested a digital educational resource to be used as a supplement rather than as a replacement for nurse educators' physical presence in placements. REPORTING METHOD The Consolidated Criteria for Reporting Qualitative Research reporting guidelines were used. No Patient or Public Contribution.
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Affiliation(s)
- Monika Ravik
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Kongsberg, Norway
| | - Ingunn Aase
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Kristin Akerjordet
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
- School of Psychology, Faculty of the Arts, Social Sciences &Humanities, University of Wollongong, Wollongong, New South Wales, Australia
| | - Kristin Laugaland
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Marianne Thorsen Gonzalez
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Kongsberg, Norway
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Zeleníková R, Gurková E, Pěrůžková R, Štureková L, Jarošová D, Kajander-Unkuri S. Self-assessed competence of final-year nursing students. Nurs Open 2023. [PMID: 36882940 DOI: 10.1002/nop2.1708] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 01/31/2023] [Accepted: 02/20/2023] [Indexed: 03/09/2023] Open
Abstract
AIM To examine the overall level of self-assessed competence of final-year nursing 'bachelors' degree students in the Czech Republic. In addition, the study aimed at the factors associated with the students' level of competence. DESIGN A cross-sectional observational study. METHODS Data were collected with the Czech version of the Nurse Competence Scale from 274 final-year nursing students of the bachelor's nursing program. Data were analysed using descriptive statistics and multiple regression analyses. RESULTS Majority of the students (80.3%) assessed their level of competence as good or very good. The highest level of competence was assessed in the category of 'managing situations' (VAS mean 67.8) and 'work role' (VAS mean 67.2). Previous work experience in healthcare and successful supervisory experience had a positive association with self-assessed competence. Students who completed clinical placement during the COVID-19 pandemic assessed their level of competence as lower than students before the pandemic. No Patient or Public Contribution.
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Affiliation(s)
- Renáta Zeleníková
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Elena Gurková
- Department of Nursing, Slovak Republic, Faculty of Health Care, University of Prešov in Prešov, Prešov, Slovak Republic
| | - Radana Pěrůžková
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Lenka Štureková
- Department of Nursing, Faculty of Health Sciences, Palacký University in Olomouc, Olomouc, Czech Republic
| | - Darja Jarošová
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Satu Kajander-Unkuri
- Department of Nursing Science, University of Turku, Finland, Turku, Finland.,Diaconia University of Applied Sciences, Helsinki, Finland
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12
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Rodríguez-Monforte M, Berlanga-Fernández S, Rifà-Ros R, Martín-Arribas A, Olivé-Adrados C, Villafáfila-Ferrero R, Pérez-Cañaveras RM, Vizcaya-Moreno MF. Comparing Preferred and Actual Clinical Learning Environments and Perceptions of First-Year Nursing Students in Long-Term Care: A Cross-Sectional Study. Int J Environ Res Public Health 2023; 20:4500. [PMID: 36901508 PMCID: PMC10001857 DOI: 10.3390/ijerph20054500] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 02/24/2023] [Accepted: 03/01/2023] [Indexed: 06/18/2023]
Abstract
The clinical learning environment, which includes the culture of clinical units, the mentoring process, and the different health organizations, influences the learning process of nursing students. However, scarce literature has been published on the impact of the clinical learning environment on first-year nursing students in long-term care. We aimed to assess first-year nursing students 'preferred' and 'actual' clinical learning environments when conducting their first placements in nursing homes within an innovative placement model that comprised the active participation of academic mentors. The validated Spanish version of the Clinical Learning Environment Inventory (CLEI) instrument was used in our study, and 99 first-year nursing students participated. The highest mean scores for the CLEI-Actual were found for the Satisfaction (22.7) and Involvement scales (19.09). The lowest mean scores were found for the Personalization (17) and Individualization (17.27) scales. The multiple correlation (R) between the Satisfaction and the other CLEI scales was 0.61 (p > 0.001), which means that in this study the association between student satisfaction and their perception of the clinical learning environment was strong. First-year students conducting their first clinical placements in nursing homes can have a positive learning experience considering a well-designed and organized pedagogical strategy, including constant support and feedback from academic and clinical mentors.
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Affiliation(s)
- Míriam Rodríguez-Monforte
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Sofía Berlanga-Fernández
- Unitat Docent Multiprofessional Atenció Familiar i Comunitària Costa Ponent, Bellaterra, 41, 08908 Barcelona, Spain
| | - Rosa Rifà-Ros
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Anna Martín-Arribas
- GHenderS Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Cristina Olivé-Adrados
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Rosa Villafáfila-Ferrero
- Unitat Docent Multiprofessional Atenció Familiar i Comunitària Costa Ponent, Bellaterra, 41, 08908 Barcelona, Spain
| | - Rosa M. Pérez-Cañaveras
- GHenderS Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - María Flores Vizcaya-Moreno
- Clinical Nursing Research Group, Department of Nursing, Faculty of Health Sciences, University of Alicante, 03690 San Vicente del Raspeig, Spain
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13
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Hardie P, O’Donovan R, Jarvis S, Redmond C. Key tips to providing a psychologically safe learning environment in the clinical setting. BMC Med Educ 2022; 22:816. [PMID: 36443730 PMCID: PMC9706932 DOI: 10.1186/s12909-022-03892-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Accepted: 11/11/2022] [Indexed: 06/16/2023]
Abstract
Having psychological safety embedded in preceptorship relationships facilitates positive interpersonal and educational experiences for students. Psychological safety refers to a student's belief as to whether or not it is safe for them to take interpersonal risks, such as asking questions, sharing an idea for improvement or speaking up to maintain patient safety. Having psychological safety leads to collaboration, positive student learning experiences and effective patient care. This article presents key guidelines for preceptors to provide a psychologically safe learning environment for their students. Guidelines fall under four categories 1) before meeting students, 2) first meeting students, 3) continued relationship with students, and 4) general rules. These guidelines are informed by current literature on psychological safety and preceptorship and the author's clinical expertise in nursing preceptorship. We conceptualise psychological safety in a nursing preceptorship for preceptors to denote the experience of inclusivity, empowerment, and well-being of students within the social, cultural and physical clinical learning environment. A crucial attribute to cultivating a psychologically safe environment involves being an accessible and approachable preceptor.
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Affiliation(s)
- Philip Hardie
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Roisin O’Donovan
- Centre for Positive Psychology and Health, RCSI, Dublin, Ireland
| | - Suzi Jarvis
- Innovation Academy, University College Dublin, Dublin, Ireland
| | - Catherine Redmond
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
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14
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Fang X, Yang H, Tang M. The Significance of Implementing Bilevel Positive Airway Pressure under Cluster Nursing in Improving the Survival Possibility of Patients with Severe Pulmonary Infection Complicated by Respiratory Failure. Computational and Mathematical Methods in Medicine 2022; 2022:1-8. [PMID: 36238471 PMCID: PMC9553364 DOI: 10.1155/2022/2324797] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 08/23/2022] [Accepted: 08/27/2022] [Indexed: 11/18/2022]
Abstract
Objective. To explore the significance of bilevel positive airway pressure (BIPAP) under cluster nursing in improving the survival probability of patients with severe pulmonary infection (SPI) complicated by respiratory failure (RF). Methods. This research included 153 SPI patients complicated by RF (
) admitted between January 2020 and March 2022, including 55 cases in group A who were treated with BIPAP under cluster care during hospitalization, 47 cases in group B receiving invasive continuous mechanical ventilation during hospitalization, and 51 cases in group C treated with BIPAP under routine care during hospitalization. The three cohorts were compared regarding pre- and posttreatment serum inflammatory factors (IFs), blood gas (BG) parameters, heart rate (HR), and respiratory rate (RR). Besides, the cumulative time of ventilator use, successful ventilator weaning rate, mortality, and incidence of adverse events were counted. Finally, patients were scored for their psychological state using the Hamilton Anxiety/Depression Scale (HAMA/HAMD). Results. The posttreatment TNF-α, IL-6, PCT, WBC, and PaCO2 reduced statistically in all the three groups, with the lowest levels found in group A and the highest in group B (
); while PaO2 and SpO2 increased, with the highest values found in group A and the lowest in group B (
). Among the three groups, group A had the shortest duration of ventilator use, the highest successful weaning rate, and the lowest incidence of adverse events (
). Besides, HAMA and HAMD scores were the lowest in group A among the three groups, while those in group B were higher compared with group C (
). Conclusion. The implementation of BIPAP under cluster nursing can effectively reduce inflammatory responses of
patients, improve their vital signs, and enhance their psychological state, which has extremely high clinical application value.
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Larsson M, Sundler AJ, Blomberg K, Bisholt B. The clinical learning environment during clinical practice in postgraduate district nursing students' education: A cross-sectional study. Nurs Open 2022; 10:879-888. [PMID: 36062832 PMCID: PMC9834198 DOI: 10.1002/nop2.1356] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 08/18/2022] [Accepted: 08/22/2022] [Indexed: 01/16/2023] Open
Abstract
AIM To describe and compare the clinical learning environment in community-based home care and primary health care in postgraduate district nursing students' education. DESIGN Cross-sectional study design. METHODS A convenience sample of postgraduate district nursing students was derived from five Swedish universities in 2016 and 2017. RESULTS The postgraduate district nursing students were generally satisfied with the clinical learning environment in their clinical placement. In clinical placement, several factors affected the students' opportunities to learn, such as sufficiently meaningful learning situations with multidimensional content. A working environment that imposed psychosocial strain and high levels of stress among the staff negatively affected the students' learning. To further improve their learning from clinical practices, the students need preceptors who have the skills and competence required to support more advanced reflections and critical thinking on caring situations.
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Affiliation(s)
| | - Annelie J. Sundler
- Faculty of Caring Science, Work Life and Social WelfareUniversity of BoråsBoråsSweden
| | - Karin Blomberg
- Faculty of Medicine and Health, School of Health SciencesÖrebro UniversityÖrebroSweden
| | - Birgitta Bisholt
- Institution of Health SciencesRed Cross UniversityStockholmSweden
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16
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Pullen D, Ahchay D. A case study of new nurses’ transition from university to work. Teaching and Learning in Nursing 2022. [DOI: 10.1016/j.teln.2022.04.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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17
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Alhamidi SA. Mentoring role effectiveness and satisfaction during internship training: A psychometric evaluation of Saudi nursing interns. Collegian 2022. [DOI: 10.1016/j.colegn.2022.01.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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18
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Manninen K, Karlstedt M, Sandelin A, von Vogelsang AC, Pettersson S. First and second cycle nursing students' perceptions of the clinical learning environment in acute care settings - A comparative crossectional study using the CLES+T scale. Nurse Educ Today 2022; 108:105211. [PMID: 34784564 DOI: 10.1016/j.nedt.2021.105211] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 09/08/2021] [Accepted: 11/05/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Research has shown that the clinical learning environment can both facilitate and hinder students' learning. Students' perceptions need to be evaluated, preferably using nationally and internationally validated instruments. In Sweden, there is a lack of research about students' evaluation in acute care settings and from the perspectives of different levels of students. OBJECTIVES The aim was to explore and compare perceptions of the clinical learning environment of first- and second-cycle nursing students in an acute care setting using the Clinical Learning Environment, Supervision and Nurse Teacher scale (CLES+T). DESIGN The design involves cross-sectional data collection with comparisons between groups. SETTING AND PARTICIPANTS Data were collected from a convenience sample of first- and second-cycle students at the end of their clinical placements in an acute care setting at a university hospital. METHODS A paper version and a web version of the culturally adapted version of CLES+T was filled out by the students. An independent t-test was used to explore the differences between CLES+T scores and distribution methods and educational level. Internal consistency was evaluated using Cronbach's alpha. RESULTS Overall, the students (N = 179) were satisfied with the clinical learning environment. There was no significant difference in the total score (m = 4.31, SD = 0.63) between first- and second-cycle students except for the subscale of "Premises of nursing on the ward" and the individual items "The ward's nursing philosophy was clearly defined" and "Patients received individual nursing care", showing that the first-cycle students were more satisfied compared to the second-cycle students. The scale demonstrated high internal consistency (α = 0.97 vs. 0.96) for the paper survey and the web survey, respectively. CONCLUSIONS Our findings provide initial support for the CLES+T as a useful instrument to evaluate the clinical learning environment at different levels of education and in different contexts regardless of distribution method.
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Affiliation(s)
- Katri Manninen
- Department of Infectious Diseases, Karolinska University Hospital, 141 86 Stockholm, Sweden; Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden; The Swedish Red Cross University College, Stockholm, Sweden.
| | - Michaela Karlstedt
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden; Department of Neurosurgery, Heart, Vascular and Neuro Theme, Karolinska University Hospital, Stockholm, Sweden
| | - Annika Sandelin
- Research, Development, and Educational Unit Perioperative Medicine and Intensive Care, Karolinska University Hospital, Stockholm, Sweden; Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, Sweden
| | - Ann-Christin von Vogelsang
- Department of Neurosurgery, Heart, Vascular and Neuro Theme, Karolinska University Hospital, Stockholm, Sweden; Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Susanne Pettersson
- Department of Rheumatology, Inflammation and Ageing, Theme, Karolinska University Hospital, Stockholm, Sweden
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19
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Tomas N, Muronga H. Undergraduate nursing student satisfaction with the nursing program at a university campus in Namibia. International Journal of Africa Nursing Sciences 2022. [DOI: 10.1016/j.ijans.2022.100443] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
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20
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Cervera-Gasch A, González-Chordá VM, Ortiz-Mallasen V, Andreu-Pejo L, Mena-Tudela D, Valero-Chilleron MJ. Student satisfaction level, clinical learning environment, and tutor participation in primary care clinical placements: An observational study. Nurse Educ Today 2022; 108:105156. [PMID: 34637989 DOI: 10.1016/j.nedt.2021.105156] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2021] [Revised: 09/12/2021] [Accepted: 09/22/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Competence evaluations in the clinical setting represent approximately 50% of the nurse training process. Factors, such as perceived learning environment and clinical nurse participation, may influence nursing student satisfaction during clinical placements. OBJECTIVE To evaluate the relationship between the levels of nursing student satisfaction with clinical placements, the clinical learning environment, and the level of nurse tutor participation. DESIGN A cross-sectional study. SETTING AND PARTICIPANTS We included 61 nursing students and 45 clinical nurses from 35 primary care centres assigned to the Universitat Jaume I. VARIABLES AND DATA COLLECTION We assessed the overall level of student satisfaction with clinical placements, students' perception of the learning environment, tutors' level of participation, and socio-demographic variables. DATA ANALYSIS We performed a descriptive analysis of the study sample, as well as correlation and simple linear regression analyses. Questionnaire results were analysed depending on the nature of the variables. RESULTS The students' perception of the learning environment was 4.39 ± 0.48 points out of 5. The overall satisfaction level was 8.89 ± 1.22 points out of 10. Tutor participation level in students learning was 3.91 ± 0.58 points out of 5. CONCLUSIONS Both student perception of the learning environment in the clinical setting and their overall level of satisfaction with clinical placements in the primary care centres were considered high. Tutors were participative, but poorly satisfied.
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Affiliation(s)
- Agueda Cervera-Gasch
- Nursing Department, Univesitat Jaume I, Avda Sos Baynat s/n, 12071 Castellón, Spain.
| | | | - Víctor Ortiz-Mallasen
- Nursing Department, Univesitat Jaume I, Avda Sos Baynat s/n, 12071 Castellón, Spain; Departamento de Salut de La Plana, Conselleria de Sanitat Universal i Salut Pública, Vila-real, Castellón, Spain
| | - Laura Andreu-Pejo
- Nursing Department, Univesitat Jaume I, Avda Sos Baynat s/n, 12071 Castellón, Spain.
| | - Desiree Mena-Tudela
- Nursing Department, Univesitat Jaume I, Avda Sos Baynat s/n, 12071 Castellón, Spain.
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Mulligan K, Frawley T. The lived experience of being an undergraduate midwifery student in the neonatal unit. Nurse Educ Pract 2021; 59:103273. [PMID: 35078070 DOI: 10.1016/j.nepr.2021.103273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 10/25/2021] [Accepted: 12/05/2021] [Indexed: 11/25/2022]
Abstract
OBJECTIVE The objective of this study is to examine the experience of undergraduate student midwives in the neonatal unit. BACKGROUND Clinical experience is an essential component of education for the development of competent midwives. Literature has highlighted the pivotal effects of precepting and how it contributes to student experience. Although there is a plethora of research examining undergraduate student midwives' experience, to our knowledge this is the first study exploring their experience in the neonatal unit. DESIGN Based in phenomenology, eight semi-structured interviews were conducted producing rich data. METHODS Following informed consent and ethical approval, post transcription, the data were coded using Colaizzi's (1978) framework. RESULTS Significant themes and sub-themes emerged such as course design, environmental experience, sources of stress and preceptor experience. The student experience very much depends on the preceptor, how busy the environment is and if appropriately staffed. CONCLUSIONS Based on these findings there are suggested recommendations including adjusting the timing and length of the placement and how to improve the environment based on the preceptor-student relationship. Also, suggestions on how consistency and communication can be improved are proposed.
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Affiliation(s)
- Kevin Mulligan
- National Maternity Hospital, Holles Street, Dublin 2 D02 YH21, Ireland; Centre for Midwifery Education, Coombe Women and Infants University Hospital, Dublin 8 D08 XW7X, Ireland.
| | - Timothy Frawley
- Room C125, UCD School of Nursing, Midwifery and Health Systems, Belfield, Dublin 4 D04 V1W8, Ireland
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22
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Leyva-Moral JM, Aguayo-González M, San Rafael Gutiérrez S, Jiménez Pera M, Mestres-Soler O. Understanding the Expectations of Nursing Students Following the First Clinical Internship: A Qualitative Study. Nurs Health Sci 2021; 24:93-100. [PMID: 34747098 DOI: 10.1111/nhs.12897] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2021] [Revised: 10/22/2021] [Accepted: 10/22/2021] [Indexed: 11/29/2022]
Abstract
The objective of this study was to describe how nursing students' expectations are achieved after the first clinical internship. A longitudinal qualitative study using purposive sampling was used in a public nursing school in Barcelona, Spain. Fifteen nursing students attending their internship for the first time. Data were collected in 2019 using semi-structured interviews until data saturation was reached. Interviews were conducted before and after the completion of the first clinical internship. The data were analyzed using the thematic analysis method. The students experienced some negative issues they did not think about, such as excessive homework, feeling a worker, not a student, loneliness, and learnings influenced by chance. Positive assessments of the accessibility of the placement location and the experience of the clinical instructor have a powerful influence on the student, allowing for the assessment and integration of the student in the health team. The practical learning is mediated by chance in terms of center, service, teacher, and clinical instructor assigned. It is crucial to establish consensual measures among all the actors involved to facilitate the objectivity of teaching and learning.
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Affiliation(s)
- Juan M Leyva-Moral
- Department of Nursing. Faculty of Medicine. Grupo de Investigación Enfermera en Vulnerabilidad y Salud (GRIVIS), Universitat Autonoma de Barcelona, Avda. Can Domenech, Building M. Office M3/211, 08193 Bellaterra (Cerdanyola del Vallès), Universitat Autònoma de Barcelona, Barcelona, Spain.,Universidad Maria Auxiliadora Lima, Peru.,Coordinator for Qualitative Research, EBHC South America: A Joanna Briggs Institute Affiliated Group, Universidad Norbert Wiener, Avenida Arequipa 440, Lima, Peru
| | - Mariela Aguayo-González
- Nursing Department. Faculty of Medicine. Grupo de Investigación Enfermera en Vulnerabilidad y Salud (GRIVIS), Universitat Autónoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
| | - Sabiniana San Rafael Gutiérrez
- Nursing Department. Faculty of Medicine. Grupo de Investigación Enfermera en Vulnerabilidad y Salud (GRIVIS), Universitat Autónoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
| | - Miguel Jiménez Pera
- Nursing Department. Faculty of Medicine, Universitat Autónoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
| | - Olga Mestres-Soler
- Nursing Department. Faculty of Medicine. Grupo de Investigación Enfermera en Vulnerabilidad y Salud (GRIVIS), Universitat Autónoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
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23
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González-García A, Díez-Fernández A, Leino-Kilpi H, Martínez-Vizcaíno V, Strandell-Laine C. The relationship between clinical placement duration and students' satisfaction with the quality of supervision and learning environment: A mediation analysis. Nurs Health Sci 2021; 23:688-697. [PMID: 34089214 DOI: 10.1111/nhs.12855] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2021] [Revised: 05/09/2021] [Accepted: 05/26/2021] [Indexed: 11/26/2022]
Abstract
Multiple factors that influence the learning experience of nursing students while they are in clinical training have been identified, such as the clinical learning environment, the supervision provided by supervisors, and the level of cooperation with the nurse teacher. The objective was to examine whether the relationship between the clinical placement duration and overall satisfaction with clinical training is mediated by the supervisory relationship and learning environment. A secondary analysis was conducted using the data from a cross-sectional study conducted in 17 higher educational institutions in nine European countries with the Clinical Learning Environment, Supervision and Nurse Teacher scale (n = 1903 pre-registration nursing students). Satisfaction with the supervisor and a good learning environment mediated the relationship between clinical placement duration and overall satisfaction as perceived by the students. Nursing students with longer clinical placement durations were more satisfied with clinical training as a result of both their satisfaction with their supervisor and their perceptions of good learning environment. The optimal duration a nursing student should remain in the different practice settings is approximately 7 weeks.
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Affiliation(s)
- Alberto González-García
- Universidad de Granada. Facultad de Ciencias de la Salud, Grupo de Investigación en Estudios Sociosanitarios (CESS), Granada, Spain
| | - Ana Díez-Fernández
- Universidad de Castilla-La Mancha, Facultad de Enfermería de Cuenca, Grupo de Investigación en Estudios Sociosanitarios (CESS), Cuenca, Spain
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, Turku University Hospital, Turku, Finland
| | - Vicente Martínez-Vizcaíno
- Universidad de Castilla-La Mancha, Facultad de Enfermería de Cuenca, Grupo de Investigación en Estudios Sociosanitarios (CESS)., Cuenca, Spain.,Facultad de Ciencias de la Salud. Universidad Autónoma de Chile, Talca, Chile
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Suikkala A, Timonen L, Leino-Kilpi H, Katajisto J, Strandell-Laine C. Healthcare student-patient relationship and the quality of the clinical learning environment - a cross-sectional study. BMC Med Educ 2021; 21:230. [PMID: 33888103 PMCID: PMC8061060 DOI: 10.1186/s12909-021-02676-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Accepted: 04/14/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Relationships with patients are seen as the core component of establishing the quality of patient-centred care and promoting patients' autonomy and relevant use of services. A clinical learning environment that emphasizes relationship-based healthcare is essential for encouraging future healthcare professionals to work in partnership with patients. There is also broad agreement that the insight of patients should be used actively in healthcare students' clinical learning. The aim of this study was to describe healthcare students' perceptions of their relationship with patients and the quality of the clinical learning environment and to identify factors associated with both of these. METHODS A cross-sectional survey using an electronic questionnaire was applied to collect data from 1644 Finnish healthcare students, mostly nursing students, between January 2018 and May 2018. The data were analysed statistically using descriptive statistics, Spearman's correlation coefficients, and multifactor analysis of variance. RESULTS Students perceived the level of the student-patient relationship and the role of the teacher as good while pedagogical atmosphere, premises of care, premises of learning, and supervisory relationship were perceived to be at very good level. The correlations between the student-patient relationship and all clinical learning environment dimensions were perceived as moderate. Furthermore, a number of student-related factors associated with the student-patient relationship and the quality of the clinical learning environment were detected. CONCLUSIONS In this study, the rarely explored perspective of the student-patient relationship within the context of the clinical learning environment was included. The student-patient relationship and the quality of the clinical learning environment were perceived as good by the students, with a number of determining factors affecting these perceptions. Giving the student-patient relationship a role in clinical education may be conducive to students' learning with the patient in focus, and may thus promote the competence needed in the rapidly evolving healthcare environment and the changing scope of clinical practice.
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Affiliation(s)
- Arja Suikkala
- Diaconia University of Applied Sciences, Kyläsaarenkuja 2, FI- 00580, Helsinki, Finland.
- Department of Nursing Science, University of Turku, Turku, Finland.
| | | | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, Turku, Finland
- Turku University Hospital, Turku, Finland
| | - Jouko Katajisto
- Department of Mathematics and Statistics, University of Turku, Turku, Finland
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25
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Visiers-Jiménez L, Suikkala A, Salminen L, Leino-Kilpi H, Löyttyniemi E, Henriques MA, Jiménez-Herrera M, Nemcová J, Pedrotti D, Rua M, Tommasini C, Zeleníková R, Kajander-Unkuri S. Clinical learning environment and graduating nursing students' competence: A multi-country cross-sectional study. Nurs Health Sci 2021; 23:398-410. [PMID: 33522682 DOI: 10.1111/nhs.12819] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2020] [Revised: 01/25/2021] [Accepted: 01/25/2021] [Indexed: 11/28/2022]
Abstract
The purpose of this study was to explore nursing students' perceptions of their final clinical learning environment and its association with their self-assessed competence, satisfaction with nursing education, and turnover intentions at graduation in six European countries. A multi-country comparative cross-sectional study was conducted with nursing students (n = 1746) from the Czech Republic, Finland, Italy, Portugal, Slovakia, and Spain using the Nurse Competence Scale and the Clinical Learning Environment and Supervision scale. Nursing students' overall perceptions of their final clinical learning environment and supervision were positive in all the countries studied. The correlation between the students' perceptions of their final clinical learning environment and competence was statistically significant and positive. Satisfaction with the nursing program and clinical practicum and no consideration of career change were related to positive perceptions of the final clinical learning environment. Highlighting the importance of the supervisory relationship and pedagogical atmosphere, nursing students' positive perceptions of the final clinical learning environment and supervision contribute to a better level of self-assessed competence and satisfaction with the nursing program and clinical practicum, leading to lower turnover intentions.
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Affiliation(s)
- Laura Visiers-Jiménez
- Department of Nursing Science, Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad Antonio de Nebrija, Madrid, Spain
| | - Arja Suikkala
- Department of Nursing Science, University of Turku, Turku, Finland.,Diaconia University of Applied Sciences, Helsinki, Finland
| | - Leena Salminen
- Department of Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
| | | | | | | | - Jana Nemcová
- Department of Nursing Science, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Bratislava, Slovakia
| | - Daniel Pedrotti
- Centre of Higher Education for Health Sciences, University of Verona, Verona, Italy
| | - Marília Rua
- School of Health Sciences, University of Aveiro, Aveiro, Portugal
| | | | - Renáta Zeleníková
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Satu Kajander-Unkuri
- Department of Nursing Science, University of Turku, Turku, Finland.,Diaconia University of Applied Sciences, Helsinki, Finland
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26
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An R, Chang GM, Fan YY, Ji LL, Wang XH, Hong S. Machine learning-based patient classification system for adult patients in intensive care units: A cross-sectional study. J Nurs Manag 2021; 29:1752-1762. [PMID: 33565196 DOI: 10.1111/jonm.13284] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Revised: 01/23/2021] [Accepted: 01/31/2021] [Indexed: 11/30/2022]
Abstract
AIM This study aimed to develop a patient classification system that stratifies patients admitted to the intensive care unit based on their disease severity and care needs. BACKGROUND Classifying patients into homogenous groups based on clinical characteristics can optimize nursing care. However, an objective method for determining such groups remains unclear. METHODS Predictors representing disease severity and nursing workload were considered. Patients were clustered into subgroups with different characteristics based on the results of a clustering algorithm. A patient classification system was developed using a partial least squares regression model. RESULTS Data of 300 patients were analysed. Cluster analysis identified three subgroups of critically patients with different levels of clinical trajectories. Except for blood potassium levels (p = .29), the subgroups were significantly different according to disease severity and nursing workload. The predicted value ranges of the regression model for Classes A, B and C were <1.44, 1.44-2.03 and >2.03. The model was shown to have good fit and satisfactory prediction efficiency using 200 permutation tests. CONCLUSIONS Classifying patients based on disease severity and care needs enables the development of tailored nursing management for each subgroup. IMPLICATIONS FOR NURSING MANAGEMENT The patient classification system can help nurse managers identify homogeneous patient groups and further improve the management of critically ill patients.
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Affiliation(s)
- Ran An
- Nursing School, Harbin Medical University, Harbin, China
| | - Guang-Ming Chang
- The Party Committee, The Second Affiliated Hospital of Harbin Medical University, Harbin, China
| | - Yu-Ying Fan
- Nursing School, Harbin Medical University, Harbin, China
| | - Ling-Ling Ji
- Department of Pediatrics, The Second Affiliated Hospital of Harbin Medical University, Harbin, China
| | - Xiao-Hui Wang
- Department of Intensive Care Unit, The Second Affiliated Hospital of Harbin Medical University, Harbin, China
| | - Su Hong
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
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