Senior BSN students’ confidence, comfort, and perception of readiness for clinical practice: the impacts of COVID-19

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Eyad Musallam ◽  
Brooke A. Flinders
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Clinical Experiences ◽  
Cross Sectional ◽  
Clinical Confidence ◽  
Readiness For Practice ◽  
Nursing Career ◽  
The Impact ◽  
Bsn Students

Abstract Objectives The Coronavirus Disease 2019 (COVID-19) has impacted overall nursing education program requirements, classroom delivery of theory hours, as well as clinical and laboratory learning opportunities for students. The aims of this study were to explore the impacts of COVID 19 on the students’ perceptions of readiness for practice and their preparation for the NCLEX exam and initial clinical practice. Methods A cross-sectional descriptive design was used to investigate the impact of COVID-19 on senior BSN students’ preparation for NCLEX and future careers. The Casey-Fink Readiness for Practice Survey was used to investigate the perceptions of the BSN students’ clinical confidence and readiness for practice. Results Students reported substantial impacts of COVID-19 on their clinical experiences, their ability to practice skills and procedures, their preparations for NCLEX exam, and their nursing career. The most significant confidence concerns noted from this study seemed to center on handling multiple patient assignments, calling the physician, responding to a change in patient condition, and treating a dying patient. Conclusions Healthcare experts expect that the impact of COVID-19 may last until 2022. More research is needed to understand the impact of COVID-19 on nursing education and transition to nursing practice. While clinical confidence and readiness for practice are essential topics, more research is needed to investigate the psychological and physiological impacts of COVID-19 on nurses, nursing students, nursing preceptors, and faculty members.

scholarly journals Bioscience Subjects Background and Nursing Education

2018 ◽  
Vol 5 (3) ◽  
pp. 163-169
Author(s):  
Rozia Malik ◽  
Muhammad Hussain ◽  
Hajra Sarwer ◽  
Muhammad Afzal ◽  
Syed Amir Gilani
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Sampling Technique ◽  
Individual Characteristics ◽  
Statistical Tool ◽  
Cross Sectional ◽  
Anatomy And Physiology ◽  
The Relationship ◽  
Bsn Students ◽  
Structured Questionnaire

Traditionally, Nursing students study human bioscience e.g. pathophysiology, microbiology, anatomy and physiology in their first and second year course. Nursing students are facing difficulties with bioscience learning. Hence, it’s essential for nursing students to keep in mind that bioscience understanding  is very important throughout the research, and clinical practice. The PURPOSE of this study was to assess BSN students’ experiences regarding bioscience subject’s background and nursing education. A cross-sectional analytic study was done among 183 BSN (Generic) students February 2018 to May 2018. Convenient sampling technique was used to collect the required sample size. Data on individual characteristics of Bioscience learning experiences was collected by distributing semi-structured questionnaire. Statistical tool SPSS 21.0 was used for the analysis of collected data. Person correlation test used to determine the relationship between variables. In this study majority of BSN (Generic) students were considered bioscience subjects more challenging and time consuming. About 45.36% participants were agreed with there is more content required for bioscience compared with nursing subjects. BSN students (59.56%) were reported that bioscience related to nursing practice to gain better understanding for assessment. Majority of participants were reported that bioscience subjects more difficult as compared to nursing subjects. Bioscience relationship with nursing practices significantly correlated with clinical-relevant employment. In this type of research the area of improvement have been reviewed further knowledge available for those who will conduct the research on this topic in future.Int. J. Soc. Sc. Manage. Vol. 5, Issue-3: 163-169 

Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Satu Kajander-Unkuri ◽  
Riitta Meretoja ◽  
Jouko Katajisto ◽  
Helena Leino-Kilpi ◽  
Arja Suikkala
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Response Rate ◽  
Cross Sectional Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Competence Scale ◽  
The Relationship ◽  
Education Nursing

AbstractDuring nursing education, nursing students are required to develop their competence to be able to fulfill their duties safely as Registered Nurses. The aims of this study were to explore 1) nursing students’ self-assessed competence levels during education 2) the relationship with competence and frequency at which competencies are utilized in clinical practice, and 3) factors related to competence levels. 841 (response rate 67.6 %) nursing students responded to the Nurse Competence Scale in a cross-sectional study. The self-assessed overall competence levels were improving during the education continuum (VAS-means 1st 56.6; 2nd 58.3; 3rd 59.8 and 3.5th -year students 68.4). Every group revealed a significant positive correlation with competence and frequency at which competencies are utilized in clinical practice in clinical placement. Risk factors for low competence were also identified. Systematic multimethod competence evaluations with longitudinal designs are needed to monitor outcomes of nursing education.

scholarly journals Knowledge, Perception, and Performance of Hand Hygiene and Their Correlation among Nursing Students in Republic of Korea

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 913
Author(s):  
Hyang Soon Oh
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Hand Hygiene ◽  
Healthcare Workers ◽  
Final Analysis ◽  
World Health ◽  
Cross Sectional ◽  
And Performance ◽  
Health Organization

Recently, various outbreaks of newly emerging or reemerging diseases are expected more frequently and regularly. The importance of hand hygiene (HH) competency of nursing students (NS) is further required as a crucial learning objective of nursing education in universities. Purpose: This study aimed to investigate knowledge, perception, and performance of HH among NS and analyze their correlation. Methods: A cross-sectional questionnaire (modified from a World Health Organization questionnaire) was conducted from 23 November to 22 December 2019; 233 responses were used for the final analysis. Results: The average scores (mean ± standard deviation (range)) for knowledge, perception, and performance of HH were 17.82 ± 2.15 (0–25), 77.24 ± 10.78 (15–96), and 67.42 ± 23.10 (0–100), respectively. No significant variables were discovered to the knowledge of HH. Grade, university-affiliated hospitals, and the most recent healthcare institute of clinical practice nursing course significantly affected perceptions of HH (p < 0.039, p = 044, p < 0.001). Knowledge of HH was positively correlated with performance of HH (p = 0.002). The perception and the performance of HH of NS were positively correlated with HH performance of healthcare workers (HCWs); p < 0.001, p = 0.002. Conclusion: HH education for NS is crucial for improving the performance and the knowledge of HH. Good HH performance of healthcare workers (HCWs) can contribute to increased perception and performance of HH among NS. The cooperation of nursing education in a university and clinical practice with competent HCWs in healthcare institutions may create an effective education program for good HH performance of NS, who will be nurses during unpredictable pandemics.

scholarly journals Nursing Students’ Perceptions of Menstrual Distress during Clinical Practice: A Q-Methodology Study

2021 ◽  
Vol 18 (6) ◽  
pp. 3160
Author(s):  
Ya-Lin Fu ◽  
Chia-Ling Yang ◽  
Shu-Chuan Yu ◽  
Yun-Hsuan Lin ◽  
Hsiao-Pei Hsu ◽  
...  
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Q Methodology ◽  
Negative Impact ◽  
Learning Ability ◽  
Clinical Learning ◽  
And Performance ◽  
Menstrual Distress ◽  
The Impact

This study aimed to explore the cluster patterns of female nursing students’ perceptions of the effects of menstrual distress during clinical practice. This study adopted the Q-methodology study design. We recruited female nursing students from a college in northern Taiwan. Forty-seven Q-statements were constructed to explore participants’ experiences of the impact of menstrual distress on clinical learning. In total, 58 participants subjectively ranked Q-statements concerning menstrual distress experiences during clinical practice and were classified. After Q-sorting, the subjective ranking process PQ Method (version 2.35, Schmolck, Emmendingen, Germany) was employed for factor analysis. Four patterns of shared perspectives, accounting for 46.6% of the total variance, were identified: (a) influencing clinical learning and making good use of painkillers; (b) responsible attitudes and diversified relief of discomfort; (c) seeking peer support and effect on mood; (d) negative impact on learning ability and conservative self-care. Clinical practice is a major component of nursing education; menstrual distress affects female nursing students’ clinical learning and performance. The exploration of clustering different nursing students’ perceptions may facilitate customized strategies to enable more appropriate assistance.

scholarly journals Budding nurses readiness for clinical practice: the future is now

2019 ◽  
Vol 8 (1) ◽  
pp. 215
Author(s):  
Vivanjeet Kaur ◽  
Varsha Dhama ◽  
Karamjeet Kaur ◽  
Malar Kodi S. ◽  
Rashmi Rawat
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Demographic Data ◽  
Clinical Settings ◽  
Care Needs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Healthcare Needs ◽  
Graduate Nursing

Background: Freshly registered nurses’ experience of conversion from student to skilled professionals calls for making significant adjustments to shifting personal and professional roles at the beginning of their career as a nurse. Nursing education is aimed to help students to become beginning practitioners in the field of nursing. This study was taken up to explore the perception of the outgoing nursing students about their readiness to work in the clinical settings after graduation. On completion of graduation, these budding practitioners are anticipated to adjust in the clinical settings rapidly and be proficient of providing innocuous care for patients with multifaceted care needs. It is expected from graduate nurses to be well equipped for clinical practice, but reality may be different and there could be numerous barriers associated with it.Methods: It was a descriptive cross-sectional survey. A total of 176 outgoing graduate nursing students were selected using total enumerative sampling from different colleges of state of Uttarakhand and were asked to complete a demographic data sheet and self- reported readiness to clinical practice questionnaire.Results: Results have shown that more than half of the outgoing graduate nursing students were not ready for clinical practice. Most of them recognized sleep disturbance, low salary, lack of time and documenting error as barrier for their readiness to clinical practice.Conclusions: The findings of the study show that 63.3% of outgoing graduate nursing students were not ready to work in clinical area which is a matter of concern with the rising healthcare needs and increasing demands of the consumers of health. The results call for a change in the working condition for the nursing staff and a raise in wages worth making them to opt for clinical practice.

scholarly journals Factors associated with perceived stress of clinical practice among associate degree nursing students in Taiwan

2021 ◽  
Author(s):  
Chia-Shan Wu ◽  
Jiin-Ru Rong ◽  
Mei-zen Huang
Keyword(s):  
Clinical Practice ◽  
Health Status ◽  
Nursing Students ◽  
Perceived Stress ◽  
General Health ◽  
Mild Stress ◽  
General Health Status ◽  
Cross Sectional ◽  
Factors Associated ◽  
The Impact

Abstract BackgroundClinical placements play an important role in helping nursing students to achieve clinical competence, but these placements can be highly challenging and stressful. It has been shown that stress can be either a trigger or aggravating factor for ill-health in general, but studies have seldom differentiated the impact of general health status on perceived stress. This study examined factors associated with perceived stress of clinical practice among nursing students with a particular focus on the effect of general health status on stress.MethodsThis was a cross-sectional quantitative study conducted among 724 associate nursing degree students in Southern Taiwan. ResultsHealth status scores varied from 28-139, with an average of 68.40 (SD = 25.75). Health status was reported to be ‘good’ (scores 28-55) in 35.5% of participants, moderate (scores 56–83) in 24.6%, and poor (Scores ≧ 84) in 39.9% of participants. Perceived stress scores ranged from 0-95 points with an average score of 36.65 (SD ± 15.95). The CART analysis showed health status as the most important factor linked to perceived stress with a Normalized Importance value of 100%. Those who reported general health status (measured through GHQ-28 ) score of ≤ 34.5 perceived mild stress and those with a score of >34.5–<84.5 perceived moderate stress. A score of 84.5 was found to be the point of transition to perceptions of severe stress. When health status score was greater than 84.5, perceived stress was at a severe or extremely severe level. ConclusionsOur findings indicated health status as a potential measure to identify students who were most vulnerable to perceived stress. Given the cross-sectional design of this study and the bidirectional relationship between health and stress, more studies are needed to fully establish the predictive link between general health status and vulnerability to stress.

Motivation for Critical Thinking in Nursing Students in Chile

2020 ◽  
pp. 154041532097011
Author(s):  
Kareen Berger ◽  
Rosina Cianelli ◽  
Jorge Valenzuela ◽  
Natalia Villegas ◽  
Carola Blazquez ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Cross Sectional Study ◽  
Online Questionnaire ◽  
Chi Square ◽  
Cross Sectional ◽  
Academic Factors ◽  
Nursing Career ◽  
The Cost

Nursing education includes a constant challenge regarding the competencies that nurses must possess to provide high-quality nursing care. One of these competencies is critical thinking (CT), and motivation for critical thinking (MCT) has been identified as an element necessary to develop CT. Expectancy and value are important components of the MCT. This study aimed to analyze sociodemographic and academic factors related to MCT in Chilean nursing students. This study is an analytical–correlational, cross-sectional study conducted with 478 nursing students in Chile. The data were collected using an online questionnaire. The Critical Thinking Motivation Scale was used to measure MCT. Pearson’s square, Chi-square, means comparison test, and binomial logistic regression were used to analyze the data. The expectancy component of the MCT had the lowest scores on the scale. Age was associated with the cost subcomponent ( p < .03), and high school was associated with the interest subcomponent ( p < .01). Academic factors contributing to MCT were problem-based learning, professor motivation, and the inclusion of MCT in nursing disciplinary subjects. Strategies that improve CT and MCT should be implemented and evaluated periodically from the beginning of a nursing career. Faculty should be trained to motivate students to think critically.

scholarly journals Factors associated with perceived stress of clinical practice among associate degree nursing students in Taiwan

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Chia-Shan Wu ◽  
Jiin-Ru Rong ◽  
Mei-Zen Huang
Keyword(s):  
Clinical Practice ◽  
Health Status ◽  
Nursing Students ◽  
Perceived Stress ◽  
General Health ◽  
Mild Stress ◽  
General Health Status ◽  
Cross Sectional ◽  
Factors Associated ◽  
The Impact

Abstract Background Clinical placements play an important role in helping nursing students to achieve clinical competence, but these placements can be highly challenging and stressful. It has been shown that stress can be either a trigger or aggravating factor for ill-health in general, but studies have seldom differentiated the impact of general health status on perceived stress. This study examined factors associated with perceived stress of clinical practice among nursing students with a particular focus on the effect of general health status on stress. Methods This was a cross-sectional quantitative study conducted among 724 associate nursing degree students in Southern Taiwan. Results Health status scores varied from 28 to 139, with an average of 68.40 (SD = 25.75). Health status was reported to be ‘good’ (scores 28–55) in 35.5% of participants, moderate (scores 56–83) in 24.6%, and poor (Scores ≧ 84) in 39.9% of participants. Perceived stress scores ranged from 0 to 95 points with an average score of 36.65 (SD ± 15.95). The classification and regression tree (CART) analysis showed health status as the most important factor linked to perceived stress with a Normalized Importance value of 100%. Those who reported general health status (measured through General Health Questionnaire (GHQ)-28) score of ≤34.5 perceived mild stress and those with a score of > 34.5–< 84.5 perceived moderate stress. A score of 84.5 was found to be the point of transition to perceptions of severe stress. When health status score was greater than 84.5, perceived stress was at a severe or extremely severe level. Conclusions Our findings indicated health status as a potential measure to identify students who were most vulnerable to perceived stress. Given the cross-sectional design of this study and the bidirectional relationship between health and stress, more studies are needed to fully establish the predictive link between general health status and vulnerability to stress.

scholarly journals The relationships of nursing students’ satisfaction and self-confidence after a simulation-based course with their self-confidence while practicing on real patients in Vietnam

2021 ◽  
Vol 18 ◽  
pp. 16
Author(s):  
Tran Thi Hoang Oanh ◽  
Nguyen Thi Yen Hoai ◽  
Pham Thi Thuy
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Pearson Correlation ◽  
Real Life ◽  
Cross Sectional ◽  
Self Confidence ◽  
Simulation Based ◽  
Students Satisfaction ◽  
Real Patients

Purpose: Simulation teaching refers to the replication of real-life scenarios, enabling students to practice nursing skills and learn actively in a safe environment. It also helps students control their anxiety and fears when caring for real patients. This study investigated the relationships of Vietnamese nursing students’ self-confidence in clinical practice with their satisfaction and self-confidence in simulation-based practice.Methods: This cross-sectional descriptive study included 182 nursing students. The data collection included 2 separate stages with 2 main questionnaires. The Student Satisfaction and Self‐Confidence in Learning Scale was used to measure students’ satisfaction and self‐confidence after learning in the simulation room. The Confidence Scale was used to measure students’ self-confidence when first performing techniques on actual patients. Data were analyzed by descriptive and Pearson correlation statistics.Results: Students’ satisfaction and self-confidence during the simulation course were quite high (mean±standard deviation [SD], 4.06±0.48 and 4.11±0.46 out of 5.0, respectively). In contrast, their confidence when first practicing on a patient was moderate (mean±SD, 3.19±0.62 out of 5.0). Students’ satisfaction showed moderate and weak positive correlations with self-confidence in pre-clinical practice and in clinical practice (r=0.33, P<0.001 and r=0.26, P<0.001, respectively).Conclusion: Simulation has become an effective teaching strategy that can help nursing students be well-prepared for clinical placements in Vietnam. An effective nursing education strategy is needed to enhance the satisfaction and self-confidence of nursing students in simulation and then in clinical practice to help achieve professional engagement and development.

scholarly journals Stress Perceived by University Health Sciences Students, 1 Year after COVID-19 Pandemic

2021 ◽  
Vol 18 (10) ◽  
pp. 5233
Author(s):  
Yolanda Marcén-Román ◽  
Angel Gasch-Gallen ◽  
Irene Isabel Vela Martín de la Mota ◽  
Estela Calatayud ◽  
Isabel Gómez-Soria ◽  
...  
Keyword(s):  
Nursing Students ◽  
University Students ◽  
Perceived Stress ◽  
Psychological Health ◽  
Health Sciences ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Occupational Therapy Students ◽  
Health Sciences Students ◽  
The Impact

Today’s COVID-19 situation can affect university Health Sciences students’ psychological health. This study aimed to analyze the stress caused by the impact of the COVID-19 pandemic on Health Sciences students from the University of Zaragoza (Spain) almost 1 year after the pandemic began. This cross-sectional descriptive study was conducted with a sample of 252 university students who completed a self-administered online questionnaire. It evaluated the impact of perceived stress with a modified scale (PSS-10-C), and assessed anxiety and depression on the Goldberg scale. Students presented stress (13.1%), anxiety (71.4%) and depression (81%). Females (81.7%) and the third-year Occupational Therapy students (p = 0.010) reported perceived stress. Nursing students perceived less stress (OR: 0.148; 95% CI: 0.026 to 0.842). University students developed stress and anxiety due to COVID-19 almost 1 year after the pandemic began. Psychological support measures for these groups should be prioritized.

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