Nursing Students’ Competency to Attend Disaster Situations: A Study in Western Iran

Abstract Objective: The disaster preparedness of nurses is important as nurses are members of a health care team that needs to work systematically and collaboratively in all conditions. Although education and training naturally underpin effective practice, disaster nursing education is rarely provided to nurses in Iran. Because disaster situations, by definition, overwhelm health services, it is likely that nursing students will be required to join their colleagues in the response. The purpose of this study was to evaluate the competency of nursing students to attend disaster situations. Methods: This descriptive, analytical study was conducted in western Iran in 2020. A total of 70 nursing students in the fourth (final) year of their undergraduate nursing education entered the study by a census sampling method. Data collection was undertaken using a validated disaster competency assessment questionnaire. The data were analyzed using SPSS version 21 (IBM Corp, Armonk, NY) with descriptive and analytic tests. Results: The mean age of participants was 21.4 ± 2.14 and 57.1% of them were women; 45 participants (64.3%) had received no disaster-related training, and 88.6% had no history of participating in disaster exercises. The total score for nursing students’ competence was 125.58 ± 14.19. There was a significant relationship between the mean score of nursing competence in response to disasters and student history of participating in an exercise and training course (P < 0.001). Conclusion: Students’ competence in disaster situations is poor. Awareness of the competence condition of nurses is the first step to improve their preparedness as the most key members of the disaster health team. Conducting disaster-related training may be appropriate. The results of this study can provide evidence for the development of educational policies in disaster nursing education.

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Stigma associated with and attitude regarding mental health help-seeking among undergraduate nursing students in Karachi, Pakistan

10.21203/rs.3.rs-710107/v1 ◽

2021 ◽

Author(s):

Salima Farooq ◽

Yasmin Parpio ◽

Saadia Sattar ◽

Zahra Ali ◽

Shirin Rahim ◽

...

Keyword(s):

Mental Health ◽

Mental Illness ◽

Nursing Students ◽

Living Arrangements ◽

Help Seeking ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

History Of ◽

Seeking Help ◽

The Mean

Abstract Background Globally, the prevalence of mental illness amongst university students is a major concern; same is the case with nursing students. Unaddressed mental illness stigma contributes towards hiding of symptoms hampers timely identification of the disease, and leads to reluctance in attitude towards seeking help. This study determined personal and perceived depression stigma and attitude towards help-seeking behaviors and its associated factors, among undergraduate nursing students at a private nursing institution in Karachi, Pakistan. Methods We conducted a cross-sectional study by recruiting 246 first and second-Year undergraduate nursing students using consecutive sampling. Data were collected using the Depression Stigma Scale (DSS) and the Attitude toward Seeking Professional Psychological Help Scale (ATSPPHS), along with a demographic questionnaire. Chi-square test, Fischer’s exact test and student T test were used to determine significance of difference of each response between first and second year students. Multiple linear regression was employed to determine predictors of DSS and ATSPPHS. Approval was obtained from the university’s Ethics Review Committee. Results The study findings revealed that the mean scores of the personal and perceived stigma scales were 29.7 ± 4.9 and 24.3 ± 6.1, respectively. The mean score of ATSPPHS was 16.5 ± 3.8. The participants reported a mean openness score of7.8 ± 2.6 and a value scale score of 8.7 ± 3.0. A history of psychiatric illness, current living arrangements, and personal depression stigma were found to be significant predictors of ATSPHHS. The year of study was a significant predictor of personal depression stigma whereas both years of study and the current living arrangements were significantly associated with perceived depression stigma. Conclusion Attitude towards seeking help for mental illness was significantly influenced by personal and perceived stigma. Moreover, previous history of psychiatric illness and living arrangements also predicted attitudes towards seeking help. In order to encourage positive attitudes towards seeking help for students’ well-being, it is essential to destigmatize mental health issues by adapting context-based, individualized, and group mental health interventions.

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Evaluation of Disaster Nursing Competencies for Undergraduate Nursing Students in China: A Study Using a Modified Delphi Technique

10.20944/preprints202104.0097.v1 ◽

2021 ◽

Author(s):

Yuan Wang ◽

Chao Zhang ◽

Ping Xu ◽

Wei Liu ◽

Tianjiao Song ◽

...

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Disaster Preparedness ◽

Evaluation System ◽

Average Score ◽

Undergraduate Nursing Students ◽

Factors Affecting ◽

Modified Delphi ◽

Undergraduate Nursing ◽

Nursing Competencies

Abstract: This study aims to set up a system to evaluate nursing competencies in disaster preparedness for undergraduates and influencing factors in China. The evaluation system was established by using the modified Delphi. There were 3 phases in this study: 1) an environmental scan; 2) setting framework; 3) adjusting indicators based on the modified Delphi. The questionnaire for these undergraduates lied in their basic information and assessment of nursing competencies in disaster preparedness. Based on the survey, the average score of nursing competencies in disaster preparedness for undergraduate nursing students surveyed was 3.10 (out of 5). In addition, gender, grade, inhabitation, and disaster drills of the students were four factors affecting nursing competencies of undergraduates. This study indicates that the present nursing competencies in disaster preparedness for undergraduates are weak, and it is essential to strengthen nursing education in disaster preparedness for undergraduates.

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A comparison of three interactive examination designs in active learning classrooms for nursing students

BMC Nursing ◽

10.1186/s12912-021-00575-6 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Linda Ahlstrom ◽

Christopher Holmberg

Keyword(s):

Nursing Education ◽

Mixed Methods ◽

Nursing Students ◽

Active Learning ◽

Online Education ◽

Learning Strategies ◽

Free Text ◽

Course Content ◽

Undergraduate Nursing ◽

Chi Squared

Abstract Background Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects. Methods A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

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Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2020-0109 ◽

2021 ◽

Vol 18 (1) ◽

Author(s):

Sarah Dewell ◽

Carla Ginn ◽

Karen Benzies ◽

Cydnee Seneviratne

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Curriculum Development ◽

Role Models ◽

Nursing Student ◽

Undergraduate Curriculum ◽

Future Research ◽

Curriculum Innovation ◽

Or Education ◽

Undergraduate Nursing

Abstract Objectives To explore attitudes about adding genomic content to an undergraduate nursing curriculum. Genomic knowledge is essential to nursing education, but challenges exist for curriculum innovation. Few countries have guiding documents from national nursing organizations on genomic competencies for practice or education. Information on attitudes about genomics may provide guidance for curriculum development. Methods Nineteen undergraduate nursing students and two faculty from a school of nursing with two sites in western Canada participated. Five focus groups and four interviews were conducted using a semi-structured focus group guide. Data were analysed using thematic analysis. Coding was inductive. Results Characteristics of participants, eight key themes, and four future focal areas were identified to guide future research and curriculum development. Conclusions Global development of genomics-informed curricula will require a focus on increasing knowledge, defining scope and role, increasing visibility of role models, and preparing to implement precision health.

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From theory to simulation to teach care for burn victims: case report

Escola Anna Nery ◽

10.1590/2177-9465-ean-2017-0391 ◽

2018 ◽

Vol 22 (3) ◽

Author(s):

Ana Railka de Souza Oliveira-Kumakura ◽

Juliany Lino Gomes Silva ◽

Natália Gonçalves

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Teaching Strategies ◽

Nursing Student ◽

Undergraduate Nursing Students ◽

Burn Victims ◽

Active Teaching ◽

Undergraduate Nursing ◽

Simulated Environment ◽

E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

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(P1-34) Chinese Undergraduate Nursing Student's Attitude and Understanding of Disaster

Prehospital and Disaster Medicine ◽

10.1017/s1049023x11003669 ◽

2011 ◽

Vol 26 (S1) ◽

pp. s109-s110

Author(s):

H. Yin ◽

L. Wang ◽

H. Lu ◽

X. Yu ◽

P. Arbon ◽

...

Keyword(s):

Nursing Students ◽

Disaster Preparedness ◽

Nursing Curriculum ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Health Response ◽

Level Of Understanding ◽

The University ◽

Medical University ◽

Student’S Attitude

ObjectiveTo identify attitudes and understanding of Chinese undergraduate nursing students towards disaster, therefore providing information for the development of a disaster nursing curriculum in the Chinese context.MethodsA total 214 undergraduate nursing students (Year 1 to 4) in one medical university in China were surveyed in 2010.ResultsThe majority of undergraduate nursing students (94.9%) were concerned about disaster, 46.7% of them thought they were very knowledgeable about disaster, while 39.3% of them stated they were moderately knowledgeable about disaster. The most popular way for the students to get information about disaster was television (88.3%), followed by internet (67.8%) and newspaper (45.8%). Only 33.6% of them said they gained information from the university. Earthquake (93.7% of students) and flood (36.1% of students) were mentioned by the students as examples of disasters that have occurred in China. The majority of students said the Wenchuan earthquake (2008) was the disaster that had the greatest impression on them. Five aspects were identified from their description of disaster, which included the cause, category, characteristic, impact and type of disaster. 36.4% of students were certain that disaster would happen again in China. A further 50.9% felt disaster was likely. Flood and earthquake were considered the most likely future disasters. 71% of nursing students strongly agreed that being prepared for disaster was important. The main reasons were better preparedness could decrease the damage to property and the incidence of death and injury. However, the level of understanding of the effects of disaster and the exposure of students to education about disaster health response was limited.ConclusionKnowledge and skills for disaster preparedness of nursing students should be strengthened in the medical university.

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The Effects of Flipped Learning Approaches in Anatomy Class

Sustainability ◽

10.3390/su132413724 ◽

2021 ◽

Vol 13 (24) ◽

pp. 13724

Author(s):

Younghui Hwang ◽

Jihyun Oh

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Problem Solving ◽

Controlled Study ◽

Learning Approaches ◽

Flipped Learning ◽

Advanced Learners ◽

Learning Group ◽

Undergraduate Nursing ◽

Pedagogical Innovations

Pedagogical innovations applying flipped learning models are being applied in nursing education. The aim of this study was to verify the effects of the flipped learning approach in an anatomy class among undergraduate nursing students. This was a non-randomized controlled study. Of 154 nursing students enrolled in an anatomy class in South Korea, 79 were in the lecture-based group and 75 were in the flipped learning group. Data were collected using structured questionnaires. Problem solving ability and self-leadership improved significantly in the flipped learning group after the intervention but decreased in the lecture-based group. There was no difference in critical thinking between the flipped learning and control groups. The participants in the flipped learning group were more satisfied with the class than those in the lecture-based group. Flipped learning facilitates interactive activities that support the needs of advanced learners and provide more opportunities to develop problem-solving abilities and self-leadership.

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Effect of community-based education on undergraduate nursing students’ skills: a systematic review

BMC Nursing ◽

10.1186/s12912-021-00755-4 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Arezoo Zeydani ◽

Foroozan Atashzadeh-Shoorideh ◽

Fatemeh Abdi ◽

Meimanat Hosseini ◽

Sima Zohari-Anboohi ◽

...

Keyword(s):

Systematic Review ◽

Nursing Education ◽

Nursing Students ◽

Practical Method ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Community Based ◽

Undergraduate Nursing Students ◽

Community Based Education ◽

Undergraduate Nursing

Abstract Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.

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Nursing students' perceptions of knowledge: an international perspective

Slovenian Nursing Review ◽

10.14528/snr.2015.49.1.47 ◽

2015 ◽

Vol 49 (1) ◽

Cited By ~ 1

Author(s):

Majda Pahor ◽

Barbara Domajnko ◽

Elisabeth Lindahl

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Interprofessional Education ◽

Qualitative Content Analysis ◽

Bologna Process ◽

International Perspective ◽

Main Theme ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

The University

Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes.

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