scholarly journals The creation of a confidence scale: the confidence in managing challenging situations scale

2021 ◽  
pp. 174498712097927
Author(s):  
Pauline Walsh ◽  
Patricia Owen ◽  
Nageen Mustafa
Keyword(s):  
Nursing Students ◽  
Focus Groups ◽  
Scale Validation ◽  
Student Nurses ◽  
Psychological Constructs ◽  
Self Confidence ◽  
Healthcare Settings ◽  
Level Of Confidence ◽  
Good Internal Consistency ◽  
Confidence Scale

Background Self-confidence and self-efficacy are vital psychological constructs that can affect a student’s performance. Aims To measure the level of confidence in nursing students in managing challenging situations in clinical practice settings. Methods In order to develop the scale three focus groups were conducted: with registered nurses, third year student nurses and service users. Focus group frameworks included: challenging behaviours, managing challenging situations and preparing students to manage challenging situations. Themes in relation to challenging situations that emerged from the focus groups, in conjunction with Nursing and Midwifery Council standards and expert discussions were used to create the confidence scale. The Confidence in Managing Challenging Situations Scale consists of two parts with 21 items in total. Both parts were measured by way of a five-point Likert scale. The scale was utilised to determine the level of confidence of students both pre and post a teaching intervention. Results The confidence in managing challenging situations scale had good internal consistency, with a Cronbach’s alpha coefficient reported of 0.86. Exploratory factor analysis was used to support the scale validation process. Conclusions The Confidence in Managing Challenging Situations Scale is a successful measure of confidence for nursing students in healthcare settings. It can be applied in alternative healthcare settings for the identification of confidence levels in those student nurses learning in care settings.

scholarly journals Eficácia da simulação na autoconfiança de estudantes de enfermagem para ressuscitação cardiopulmonar extra-hospitalar: um estudo quase experimental

2019 ◽  
Vol 29 (1) ◽  
pp. 32694 ◽  
Author(s):  
Genesis Souza Barbosa ◽  
Caio Guilherme Silva Bias ◽  
Lorene Soares Agostinho ◽  
Luciana Maria Capurro de Queiroz Oberg ◽  
Rafael Oliveira Pitta Lopes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Undergraduate Students ◽  
The Self ◽  
Significance Level ◽  
Self Confidence ◽  
Intervention Protocol ◽  
Before And After ◽  
Quasi Experimental ◽  
Confidence Scale

AIMS: To verify the effectiveness of the simulation in the self-confidence of nursing students for extra-hospital cardiopulmonary resuscitation. METHODS: A quasi-experimental, before and after, single-group study, was performed with nursing undergraduate students. The sample was recruited among university students who were in the second or third year of graduation and accepted to participate in the research. The intervention protocol consisted of individual participation in a emergency simulated clinical scenario. The simulated scenario adopted consisted of cardiopulmonary resuscitation in extra-hospital cardiorespiratory arrest, using the Mini Anne Plus® low fidelity manikin. In addition to the sociodemographic variables, students' self-confidence for emergency action was analyzed, evaluated by the Self-Confidence Scale, before and after each simulation. Marginal and homogeneous Wilcoxon homogeneity tests were applied, and the accepted significance level was 5%.RESULTS: Thirteen two undergraduate students in nursing between the ages of 18 and 38 participated in the study. Statistically significant differences (p < 0.001) were observed in the answers of all the questions of the Self-confidence Scale when compared before and after the simulation. There was also a statistically significant increase (p < 0.001) in cardiological, respiratory and neurological scores after simulation.CONCLUSIONS: The simulation proved to be an effective educational strategy in increasing the self-confidence of nursing students to perform extra-hospital cardiopulmonary resuscitation.

scholarly journals Self-confidence for emergency intervention: adaptation and cultural validation of the Self-confidence Scale in nursing students

2014 ◽  
Vol 22 (4) ◽  
pp. 554-561 ◽  
Author(s):  
José Carlos Amado Martins ◽  
Rui Carlos Negrão Baptista ◽  
Verónica Rita Dias Coutinho ◽  
Alessandra Mazzo ◽  
Manuel Alves Rodrigues ◽  
...  
Keyword(s):  
Nursing Students ◽  
Global Scale ◽  
The Self ◽  
Future Research ◽  
Intervention Adaptation ◽  
Self Confidence ◽  
Back Translation ◽  
Different Dimensions ◽  
Diploma Program ◽  
Confidence Scale

Objective: develop the cultural adaptation and validation of a Portuguese version of the Self-confidence Scale.Method: descriptive and exploratory methodological research for the adaptation and validation of a measuring instrument. The translation, synthesis, back-translation, revision, pretest and semantic evaluation phases were accomplished. The evaluation involving 178 students from a Teaching Diploma Program in Nursing. The ethical principles were complied with.Results: the internal consistency analysis of the scale reveals good Alpha coefficients (0.92 for the global scale and superior to 0.83 for the different dimensions). The factor analysis presents a three-factor solution with rational meaning.Conclusion: The scale is easy to answer and understand. Based on the obtained results, it can be affirmed that the scale reveals good psychometric properties, with great potential to be used in future research.

A framework for understanding student nurses’ experience of chemistry as part of a health science course

2018 ◽  
Vol 19 (2) ◽  
pp. 597-616 ◽  
Author(s):  
Kerrie Boddey ◽  
Kevin de Berg
Keyword(s):  
Academic Performance ◽  
Social Interaction ◽  
Nursing Students ◽  
Focus Groups ◽  
Goal Orientation ◽  
Student Nurses ◽  
Working Hours ◽  
Health Science ◽  
First Year ◽  
Total Cohort

Twenty-seven first-year nursing students, divided across six focus groups formed on the basis of their past chemistry experience, were interviewed about their chemistry experience as a component of a Health Science unit. Information related to learning and academic performance was able to be established from student conversations resulting in three themes (and associated categories): Connectivity (curriculum, application, and social interaction); Reductivity (nature of chemistry, exposition, and control of learning); and Reflexivity (confidence, anxiety, and goal orientation). The framework proved useful in portraying relationships between themes for conversations related to tutorial sessions, prior knowledge, and chemistry in nursing. The focus groups were representative of the total cohort of students in terms of gender, age, working hours, academic performance, enjoyment level of chemistry, and the extent of the relevance of chemistry to nursing. Implications for chemistry educators, especially those supporting novices, are considered.

Psychometric Properties of the Clinical Decision-Making Self-Confidence Scale

2014 ◽  
Vol 22 (2) ◽  
pp. 312-322 ◽  
Author(s):  
Patricia L. Hart ◽  
LeeAnna Spiva ◽  
Nicole Mareno
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Psychometric Properties ◽  
Clinical Decision Making ◽  
Psychometric Testing ◽  
Clinical Decision ◽  
Determine Factor ◽  
Self Confidence ◽  
Acute Patient ◽  
Confidence Scale

Background and Purpose: Nurses’ self-confidence in handling acute patient deterioration events may influence decision-making capabilities and implementation of lifesaving interventions during such events. The study purpose is to provide further psychometric testing of the Clinical Decision-Making Self-Confidence Scale (CDMSCS). Methods: The psychometric properties and factor structure of the CDMSCS was examined. Results: A two-factor solution was discovered for the CDMSCS. Construct validity was further supported by statistically significant differences between registered nurses and nursing students’ self-confidence level in handling deterioration events. Cronbach’s alpha coefficients were acceptable for the subscales and instrument. Conclusion: The CDMSCS is a valid and reliable instrument. Future studies should focus on establishing test–retest reliability and to determine factor loadings of subscale items to retain or delete cross-loading items.

scholarly journals Improving Student Nurses’ Clinical-Reasoning Skills: Implementation of a Contextualised, Guided Learning Experience

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Indriani Yauri ◽  
Robyn Nash ◽  
Joanne Ramsbotham
Keyword(s):  
Nursing Students ◽  
Educational Intervention ◽  
Clinical Reasoning ◽  
Learning Experience ◽  
Student Nurses ◽  
Control Group ◽  
Self Confidence ◽  
Guided Learning ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Well-developed clinical reasoning skills are central to the process of clinical judgement. However, the results of recent studies suggest that curricula and teaching approaches that support student nurses’ development of clinical reasoning skills have not yet been fully achieved. Cognitive apprenticeship offers a new approach to facilitate the development of complex thinking skills, for example, reasoning skills in making clinical decisions. This study examined the effect of an educational intervention utilizing principles of cognitive apprenticeship on students’ ability to apply clinical reasoning skills within the context of a purpose-built clinical vignette.A quasi-experimental, non-equivalent control-group design was used to evaluate the effect of the educational intervention on students’ accuracy, inaccuracy and self-confidence in clinical reasoning. Eighty-five undergraduate nursing students participated in the study. A purpose-built clinical vignette was utilised to collect data from study participants. Mixed-Design ANOVA with a significant level of p< 0.05 was employed. Both quantitative and qualitative data were collected. A statistically significant increase in students’ accuracy in clinical reasoning was found after the six-weeks educational intervention. Examination of the quantitative data at time 2 discovered a statistically significant higher accuracy in clinical reasoning score (p<0.00) of the intervention group as compared to the control group. Results from inaccuracy and self-confidence in clinical reasoning did not reach significance. Results from the qualitative data are reported separately. It is argued that interplay of small group discussion of domain specific case-scenarios and the provision of guided learning experience may play a role in achieving partially successful results.   This study makes an important contribution to nursing education by providing evidence to understand how best to facilitate nursing students’ development of clinical reasoning.

Self‐Confidence Scale--Adapted

2019 ◽  
Author(s):  
Kristine Haddeland ◽  
Åshild Slettebø ◽  
Elisabeth Svensson ◽  
Patricia Carstens ◽  
Mariann Fossum
Keyword(s):  
Self Confidence ◽  
Confidence Scale

Clinical Skills in Children's Nursing

2010 ◽  
Keyword(s):  
Nursing Students ◽  
Clinical Skills ◽  
Quality Care ◽  
Student Nurses ◽  
Thinking Skills ◽  
Evidence Base ◽  
Critical Thinking Skills ◽  
Family Needs ◽  
Online Resource ◽  
Key Terms

Children's Nurses require excellent clinical skills to provide high quality care to children and young people across a range of different ages. After the first year of their training, children's nursing students must master skills of increasing complexity whilst developing clinical judgement and confidence. Therefore, it is vital that links are made to children's biology and development, family needs, legal issues and problem solving but until now, it has been hard to find all this in one place. Clinical Skills for Children's Nursing is designed for children's and general nursing students in second year onwards to facilitate the transition from closely supervised beginners, to qualified professionals. By clearly explaining essential principles, evidence and special considerations, this text helps students to build up their confidence, not just in performing skills, but also in decision-making in readiness for registration and beyond. Step-by-step guides to performing core and advanced procedures are presented in tables for easy comprehension and revision, illustrated by photographs and drawings. Each skill draws on the available evidence base, which is updated regularly on the accompanying Online Resource Centre. Uniquely, this text develops students' critical thinking skills and ability to deliver child centred care by providing clear links to anatomical, physiological and child development milestones as well as regular nursing alerts which help prevent readers from making common mistakes. Clearly reflecting the Nursing and Midwifery Council's Essential Skills Clusters for registration and beyond, Clinical Skills for Children's Nursing is designed to support student nurses develop into competent practitioners. Supported by a dedicated Online Resource Centre with up-to-date evidence, realistic scenarios, and a wealth of other tools. On the Online Resource Centre: For registered lecturers and mentors: - Figures from the book, ready to download and use in teaching material For students: - Evidence, guidelines and protocols, reviewed and updated every 6 months - Over 40 interactive scenarios - Active web links provide a gateway to the articles cited in the book - Flashcard glossary to help learn key terms

scholarly journals An intervention to decrease burnout and increase retention of early career nurses: a mixed methods study of acceptability and feasibility

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Judy Brook ◽  
Leanne M. Aitken ◽  
Julie-Ann MacLaren ◽  
Debra Salmon
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Focus Groups ◽  
Academic Staff ◽  
Skills Training ◽  
Early Career ◽  
Mixed Methods Study ◽  
Healthcare Organisation ◽  
Structured Interviews ◽  
Over Time

Abstract Aims To understand the experiences of nursing students and academic staff of an intervention to decrease burnout and increase retention of early career nurses, in order to identify acceptability and feasibility in a single centre. Background Internationally, retention of nurses is a persistent challenge but there is a dearth of knowledge about the perspectives of stakeholders regarding the acceptability and feasibility of interventions to resolve the issue. This study reports an intervention comprising of mindfulness, psychological skills training and cognitive realignment to prepare participants for early careers as nurses. Methods This is an explanatory sequential mixed methods study, conducted by a UK university and healthcare organisation. Participants were final year pre-registration nursing students (n = 74) and academics (n = 7) involved in the implementation of the intervention. Pre and post measures of acceptability were taken using a questionnaire adapted from the Theoretical Framework of Acceptability. Wilcoxon Signed Ranks test was used to assess change in acceptability over time. Qualitative data from semi-structured interviews, focus groups and field notes were thematically analysed, adhering to COREQ guidelines. Data were collected February to December 2019. Results One hundred and five questionnaires, 12 interviews with students and 2 focus groups engaging 7 academic staff were completed. The intervention was perceived as generally acceptable with significant positive increases in acceptability scores over time. Student nurses perceived the intervention equipped them with skills and experience that offered enduring personal benefit. Challenges related to the practice environment and academic assessment pressures. Reported benefits align with known protective factors against burnout and leaving the profession. Conclusion Planning is needed to embed the intervention into curricula and maximise relationships with placement partners. Evaluating acceptability and feasibility offers new knowledge about the value of the intervention for increasing retention and decreasing burnout for early career nurses. Wider implementation is both feasible and recommended by participants.

scholarly journals Developing a Volunteer Education Initiative for Older Adults’ Health

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 687-687
Author(s):  
Liz Seidel ◽  
Tara Cortes ◽  
Cinnamon St John
Keyword(s):  
Older Adults ◽  
Focus Groups ◽  
Sufficient Information ◽  
Data Utilization ◽  
Community Based ◽  
Healthy Behaviors ◽  
Healthcare Settings ◽  
Usable Knowledge ◽  
Lack Of Information ◽  
Education Initiative

Abstract Older adults need sufficient information to make healthy decisions and be active participants in their healthcare. Yet there is often a lack of information available. The Bronx Health Corps (BHC) was created to meet this need by providing older adults with usable knowledge on managing health conditions and promoting healthy behaviors in community-based settings. The BHC trained 175 volunteers, educated 2,065 older adults, with a total attendance of &gt;5,000. Steps of creating a volunteer education initiative will be presented with qualitative and quantitative data utilization in implementation of the program. Focus groups with older adults noted challenges in addressing community health needs and the importance of reaching outside of healthcare settings to address the health of the community. Focus groups with Spanish speaking older adults and caregivers expanded knowledge on their attitudes toward the 4Ms and their ability to use that knowledge in interacting with their providers.

Student nurses’ unethical behavior, social media, and year of birth

2016 ◽  
Vol 23 (8) ◽  
pp. 910-918 ◽  
Author(s):  
Gloria Copeland Smith ◽  
Troy Keith Knudson
Keyword(s):  
Social Media ◽  
Nursing Students ◽  
Unethical Behavior ◽  
Ethics Education ◽  
Student Nurses ◽  
Clinical Cohort ◽  
Follow Up Study ◽  
Significant Difference ◽  
Use Of Social Media

Background: This study is the result of findings from a previous dissertation conducted by this author on Student Nurses’ Unethical Behavior, Boundaries, and Social Media. The use of social media can be detrimental to the nurse–patient relationship if used in an unethical manner. Method: A mixed method, using a quantitative approach based on research questions that explored differences in student nurses’ unethical behavior by age (millennial vs nonmillennial) and clinical cohort, the relationship of unethical behavior to the utilization of social media, and analysis on year of birth and unethical behavior. A qualitative approach was used based on a guided faculty interview and common themes of student nurses’ unethical behavior. Participants and Research Context: In total, 55 Associate Degree nursing students participated in the study; the research was conducted at Central Texas College. There were eight faculty-guided interviews. Ethical considerations: The main research instrument was an anonymous survey. All participants were assured of their right to an informed consent. All participants were informed of the right to withdraw from the study at any time. Findings: Findings indicate a significant correlation between student nurses’ unethical behavior and use of social media (p = 0.036) and a significant difference between student unethical conduct by generation (millennials vs nonmillennials (p = 0.033)) and by clinical cohort (p = 0.045). Further findings from the follow-up study on year of birth and student unethical behavior reveal a correlation coefficient of 0.384 with a significance level of 0.003. Discussion: Surprisingly, the study found that second-semester students had less unethical behavior than first-, third-, and fourth-semester students. The follow-up study found that this is because second-semester students were the oldest cohort. Conclusion: Implications for positive social change for nursing students include improved ethics education that may motivate ethical conduct throughout students’ careers nationally and globally for better understanding and promotion of ethics and behavior.

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