Helping Motives in Late Modern Society: values and attitudes among nursing students

2004 ◽  
Vol 11 (3) ◽  
pp. 227-239 ◽  
Author(s):  
May-Karin Rognstad ◽  
Per Nortvedt ◽  
Olaf Aasland
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Positive Feedback ◽  
Survey Design ◽  
Modern Society ◽  
Educational Programme ◽  
Follow Up Study ◽  
Human Contact ◽  
Patient Factor

This article reports a follow-up study of Norwegian nursing students entitled ‘The helping motive -an important goal for choosing nursing education’. It presents and discusses a significant ambiguity within the altruistic helping motive of 301 nursing students in the light of classical and modern virtue ethics. A quantitative longitudinal survey design was used to study socialization and building professional identity. The follow-up study began after respondents had completed more than two-and-a-half years of the three-year educational programme. Data were collected using a questionnaire with closed questions, supplemented by 18 semi-structured, in-depth, audiotaped interviews. A motive such as ‘desire for human contact/to help others’ appeared to be highly significant. The research questions employed were: What motivates nursing students at the end of their studies to help other people? What does helping others mean for nursing students? Factor analysis revealed two factors. Factor 1 can be expressed as an altruism factor and factor 2 can be interpreted as an ‘acknowledgement-from-the-patient factor’ that in fact indicates an ambiguity within the helping motive itself. Findings from the interviews also reveal ambiguous helping motives. On one hand the students want to be altruistic and on the other they wish to receive positive feedback from patients when giving help. The findings indicate that this positive feedback is essential to the students in order for them to provide altruistic care.

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.

Impact of educational intervention and reinforcement on adverse drug reporting by nursing students: A prospective follow up study

2020 ◽  
Vol 1 (1) ◽  
pp. 36
Author(s):  
Manisha Bisht ◽  
Puneet Dhamija ◽  
Bhomik Goel ◽  
Vasantha Kalyani ◽  
ShailendraS Handu
Keyword(s):  
Nursing Students ◽  
Educational Intervention ◽  
Follow Up Study

A Follow-Up Study of the Indicators of Teaching Presence Critical to Students in Online Courses

2013 ◽  
pp. 67-83 ◽  
Author(s):  
Kathleen Sheridan ◽  
Melissa A. Kelly ◽  
David T. Bentz
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Online Courses ◽  
Survey Design ◽  
Teaching Presence ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Follow Up Study

The purpose of the study presented in this chapter was to examine students’ perceptions of the importance of various indicators of teaching presence for their success in online courses. A cross-sectional survey design was used to identify the indicators that students perceived to be most important and to determine whether there were potential differences between graduate students and undergraduate students in terms of the students’ perceptions. Although the indicators that students rated as most important were similar for both groups of students, there were statistically significant differences for a few of the indicators. Students’ comments suggested additional indicators and provided insights about the importance of dispositions in online courses.

scholarly journals Art in debrief: a small-scale three-step narrative inquiry into the use of art to facilitate emotional debriefing for undergraduate nurses

2019 ◽  
Vol 24 (3-4) ◽  
pp. 197-209
Author(s):  
Carol Kinsella Frost
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Narrative Inquiry ◽  
Clinical Placement ◽  
Small Scale ◽  
Research Participants ◽  
Undergraduate Nursing ◽  
Art Intervention ◽  
Insight Into

Background The context of the research was in a setting where undergraduate nursing students spend 50% of their programme in clinical practice and 50% in a higher education institute. Research participants were undertaking the adult branch of nursing education. Aims • To explore emotional debriefing in relation to nursing practice. • To highlight the emotional concerns of the research participants regarding clinical placement. • To gain an insight into the use of art/creativity in emotional debriefing. Methods Narrative inquiry was used to gain an insight into, and a deeper understanding of, how undergraduate nurses feel about their clinical placement experiences. The research was carried out in three stages: the art intervention, a diary account of the art intervention, and a follow-up face-to-face discussion between each participant and the researcher. Results The findings suggest the intervention helped the participants to articulate and process their emotions. All participants acknowledged the importance of the three-step approach, with follow-up to the art intervention. Conclusions This research project has highlighted the potential value of a creative approach to emotional debriefing. A wider inclusion of the arts could be explored. Facilitation of emotional debriefing may help build resilience in undergraduate nurses. There is growing recognition for the need to foster resilience in undergraduate nursing student programmes.

scholarly journals The status of academic integrity amongst nursing students at a nursing education institution in the Western Cape

Curationis ◽  
2012 ◽  
Vol 35 (1) ◽  
Author(s):  
Cecilia J. Theart ◽  
Ilze Smit
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Perceptions ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Survey Design ◽  
Education Institution ◽  
Problem Area ◽  
Western Cape ◽  
The Status

Honesty is regarded as a basic ethical value in all educational programmes, and academic integrity is of undisputed importance in educational environments. The literature reviewed revealed that academic dishonesty is wide-ranging and also encountered in the nursing education environment. This phenomenon is of concern to the nursing fraternity because of the proven positive correlation between unethical academic practices and future unethical professional behaviour. Limited research data regarding academic dishonesty at nursing education institutions in South Africa and this correlation motivated the present study. The purpose was to examine the status of academic integrity amongst nursing students at a nursing education institution in the Western Cape. Formulated objectives guided investigation of several variables which impact upon academic integrity, for example the incidence of and student perceptions around academic dishonesty.A quantitative, descriptive survey design was used, with a self-reported questionnaire (based on literature review and study objectives) designed to obtain information about academic dishonesty. Provision was also made for qualitative input from the respondents by including three open-ended questions.It was found that academic dishonesty was a reality at the nursing education institution where this study was done. Cheating associated with plagiarism and assignments was identified as the main problem area. An unacceptably high level of dishonesty in completion of practical records was also an area of concern. The main recommendations are development and implementation of a code of honour and implementation of comprehensive academic integrity policies at the nursing education institution, with practical measures aimed at combating cheating in tests and examinations.

Communication and respect for people with dementia: student learning (CARDS) – the development and evaluation of a pilot of an education intervention for pre-qualifying healthcare students

2015 ◽  
Vol 28 (4) ◽  
pp. 647-656 ◽  
Author(s):  
Julia Helen Wood ◽  
Ledia Alushi ◽  
John A. Hammond
Keyword(s):  
Nursing Students ◽  
Survey Design ◽  
Prior Experience ◽  
Care Home ◽  
International Health ◽  
Educational Interventions ◽  
Design Knowledge ◽  
Healthcare Students ◽  
People With Dementia

ABSTRACTBackground:Dementia is an international health priority and healthcare students need to be prepared to work with people living with dementia. There is a paucity of the literature describing appropriate educational interventions for pre-qualifying healthcare students and even fewer that are evaluated.Methods:Based on available evidence, an education program was developed aiming to increase students’ knowledge and confidence in working with people with dementia (PWD). An introductory program (IP) of classroom sessions and workshops was followed by a volunteer care home experience (CHE) (4 × 3 h). Piloted with physiotherapy (IP n = 55; CHE n = 6) and nursing students (IP n = 20; CHE n = 7), using a survey design, knowledge, and perceived confidence for working with PWD were measured at four time points; baseline, after the IP, after the CHE, and six months later. The data were analyzed using paired t-tests or non-parametric equivalents.Results:Knowledge scores increased after the IP (Time 1–2, p < 0.001, n = 48) and increases were retained after six months (Time 1–4, p < 0.001, n = 40). Perceived confidence increased at six months follow up (Time 1–4, p < 0.001, n = 40) with peaks after the IP (Time 1–2, p < 0.001, n = 47) and CHE (Time 2–3, p = 0.004, n = 13). Physiotherapy and nursing students did not differ on knowledge, but nursing students were more confident at baseline and after the IP. Prior experience equated with greater confidence but no more knowledge.Conclusions:Findings indicate that students’ knowledge and confidence to work with PWD improves after this educational intervention, with confidence improving more when supplemented by experience.

scholarly journals Long-term impact of an international online collaboration–The perspective of nursing students

2021 ◽  
Vol 11 (9) ◽  
pp. 16
Author(s):  
Kirsten Nielsen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Educational Programme ◽  
Online Collaboration ◽  
Bachelor Of Science ◽  
Studying Abroad ◽  
The Individual ◽  
Project Data ◽  
Long Term Impact

This article reports on a research project investigating the perspective of nursing students regarding the long-term impact of participation in an international online collaboration called Globally Networked Learning (GNL). At the end of GNL, the students responded that they achieved a broader understanding of how culture influenced nursing and healthcare in Canada and Denmark. The aim of this study was to find out whether GNL had a long-term impact on the Danish students’ learning process towards earning a Bachelor of Science in Nursing. A phenomenological-hermeneutic approach to the study was found to be useful in creating knowledge about the students’ perceived long-term impact of participation in GNL. Eight Danish students participated in this follow-up project. Data were generated through narrative interviews and the interpretation was inspired by Paul Ricoeur’s interpretation theory. Analysis and interpretation led to the four themes: Significance for the encounter with the individual, significance for the educational programme, improved English skills, and studying abroad after GNL. The conclusion was that from the perspective of nursing students, GNL had had a long-term impact on the Danish students’ educational programme and their nursing practice. The study is relevant to nursing education, as it contributes with knowledge about the long-term impact of an international online collaboration in the nursing programme and about studying abroad after an international online collaboration.

scholarly journals The incidence of nursing students’ perceived stress and burnout levels at a private university in California

2018 ◽  
Vol 8 (10) ◽  
pp. 138
Author(s):  
Reo J. F. Jones ◽  
Margaret M. Hansen ◽  
Mahmoud Kaddoura ◽  
Aimee Schwab-McCoy ◽  
Kirsten Tocchini
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Role Model ◽  
Healthy Lifestyle ◽  
Survey Design ◽  
Healthcare Providers ◽  
Work And Family ◽  
Burnout Rate

Background and objective: Historically, there has been a paucity of research regarding stress and burnout in nursing students. However, during the past five years research focusing on the predictors associated with stress and burnout has been conducted. Continued research contributions to the nursing education literature are necessary due to the current 70% nursing burnout rate. The aim of this study was to explore undergraduate and graduate nursing students’ perceived stress and burnout in order to design a future intervention study.Methods: Pollock’s Nursing Adaptation Model served as a conceptual framework. Correlational descriptive non-interventional survey design was used to gather data from consented participants (N = 217). The Perceived Stress Scale and Maslach’s Burnout Inventory were provided. Data were analyzed using descriptive statistics, one-way analysis of variance, and multiple comparison t-tests (Tukey’s adjustment).Results: Students who spent more time per week on homework and studying for exams tended to be more stressed and cynical. Students enrolled in graduate level courses tended to be more cynical and exhausted. Undergraduate students demonstrated a stronger sense of professional efficacy. Students who spent less than five hours studying for exams per week reported more exhaustion, suggesting external factors may be influential. Certain recreational activities were found to be related to stress, cynicism and exhaustion levels, suggesting students with a recreational outlet may be better able to cope. Significant associations between students’ hours spent on academic work and family circumstances may provide an explanation of academic pressures.Conclusions: Our findings highlight nursing students having significantly higher stress and cynicism levels associated with the amount of homework and study hours for exams per week. Furthermore, students studying less reported being more exhausted. Collaboratively, nurse educators and students are wise to develop healthy interventions to enhance students’ health and learning. Reportedly, healthcare providers are experiencing burnout and unhealthy stress-coping behaviors. Educators are in a position to role model and educate healthy lifestyle choices.

scholarly journals Finnish graduating nursing students’ research utilization competence

2018 ◽  
Vol 8 (8) ◽  
pp. 119 ◽  
Author(s):  
Asta Heikkilä ◽  
Maija Hupli ◽  
Jouko Katajisto ◽  
Helena Leino-Kilpi
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Nursing Students ◽  
Survey Design ◽  
Research Utilization ◽  
Cross Sectional ◽  
Students Attitudes ◽  
Outcome Evaluations ◽  
Long Term Survey

In nursing, research utilization (RU) is a core competence for evidence-based practice (EBP). During the past fifteen years, a great deal of effort has been expended worldwide in nursing higher education to promote EBP. This study explores graduating nursing students’ RU competence in Finland using a descriptive cross-sectional, long-term survey design with two cohorts of nursing students in 2003 (n = 529) and 2012 (n = 259). Data were collected with a Competence in Research Utilization instrument, and analyzed statistically. In both cohorts, students’ attitudes towards RU were positive, but their knowledge and skills were low to moderate. Students’ RU competence was higher in 2003 compared to 2012. There is a need to develop nursing education strategically, and by seeking suitable pedagogical methods and curriculum contents to support the learning of RU. In higher education, educational cooperation and longitudinal learning outcome evaluations are recommended.

scholarly journals Die stand van kliniese evaluering aan Suider-Afrikaanse Universiteite

Curationis ◽  
1992 ◽  
Vol 15 (1) ◽  
Author(s):  
M. Mulder ◽  
M. Viljoen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Clinical Evaluation ◽  
Southern Africa ◽  
Professional Preparation ◽  
Nursing Literature ◽  
Teaching Learning ◽  
High Level

The fact that clinical evaluation is a difficult and complex task of nursing education has been emphasized in the nursing literature since the early seventies. It is, nevertheless, a most important component of the teaching-learning process of nursing students and it has definite advantages. It: * contributes to the improvement of the standard of nursing care * helps to identify problem areas for research and * contributes to high level professional preparation. In the light of these factors the aims of the study were to: * determine and describe the position of clinical evaluation as a component of the teaching of undergraduate students in departments of nursing at universities in Southern Africa; * draw up a proto-theoretical model for clinical evaluation. The second aim will be fully discussed in a follow-up article. The empirical data showed that nursing educationists in Southern Africa are not entirely up to standard regarding the skills required for clinical evaluation.

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