scholarly journals Analysis of Self-Esteem, Interpersonal Communication Competence, and Problem-Solving Capacity in Undergraduate Nursing Students

2012 ◽  
Vol 7 (1) ◽  
pp. 18-27 ◽  
Author(s):  
YooMoon-Sook ◽  
YongSoon kim ◽  
황명숙 ◽  
안정아
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Interpersonal Communication ◽  
Communication Competence ◽  
Self Esteem ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals Effect of concept mapping on problem solving skills, competence in clinical setting and knowledge among undergraduate nursing students

2018 ◽  
Vol 8 (8) ◽  
pp. 34 ◽  
Author(s):  
Seham A. Abd El-Hay ◽  
Samira E. El Mezayen ◽  
Rasha E. Ahmed
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Concept Mapping ◽  
Concept Map ◽  
Clinical Settings ◽  
Undergraduate Nursing Students ◽  
Problem Solving Skills ◽  
Undergraduate Nursing ◽  
Nursing Department

Background and objective: Concept mapping is a powerful instructional tool in the clinical settings that improves competency of undergraduate nursing students in interprets situations, problem solving, decision making and critical thinking in different circumstances. Also enable them to provide optimal comprehensive care for clients. This study was conducted to evaluate the effect of concept mapping on problem solving skills, competence in the clinical settings and knowledge among undergraduate nursing students.Methods: Design and Setting: A quasi-experimental design was used and data were collected from Medical & Surgical Nursing Department and Community Health Nursing Department labs in the Faculty of Nursing, Tanta University. Sample: Random sample of 60 undergraduate nursing students which are selected by using simple random method who are divided into; thirty students from second year and thirty students from fourth year. Tools: Four tools were used for data collection: Tool (I): Structure questionnaire sheet to assess students’ knowledge regarding concept mapping, Tool (II): Case study rubric for assessing concept map, Tool (III): Problem solving skills assessment sheet and Tool (IV): Perception of students about using of concept map.Results: As a result of this research, there were significant improvements among students knowledge about concept map, simulation case study rubric and problem solving skills, in addition to more than three quarter from students had positive perceptions regarding application of concept mapping in the clinical settings.Conclusions and recommendation: Based on the findings of the study, there were significant improvement in the score of knowledge, simulation case study rubric and problem solving skills post application of concept mapping in the clinical setting. Therefore, it is necessary to improve wide-spreading of concept map training guidelines for large number of undergraduate nursing students at the level of the nursing faculties.

scholarly journals Impact of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students

2019 ◽  
Vol 6 (2) ◽  
pp. 143-150
Author(s):  
Ru-Zhen Luo ◽  
Xiao-Hong Zhang ◽  
Chun-Mei Zhang ◽  
Yan-Hui Liu
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Social Problem Solving ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Undergraduate Nursing Students ◽  
Proper Actions ◽  
Undergraduate Nursing ◽  
Learning Attitude ◽  
Directed Learning

Abstract Objective To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude. Results The results showed that learning attitude (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01). Conclusions It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.

Self-Esteem, Parent-Child Interaction, Emotional Support, and Self-Perception among Thai Undergraduate Nursing Students

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Ratchneewan Ross ◽  
Richard Zeller ◽  
Pakvilai Srisaeng ◽  
Suchawadee Yimmee ◽  
Wilaiphan Sawatphanit ◽  
...  
Keyword(s):  
Nursing Students ◽  
Emotional Support ◽  
Self Esteem ◽  
Self Perception ◽  
Undergraduate Nursing Students ◽  
Positive Effects ◽  
Undergraduate Nursing ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

The purpose of this study was to examine the effect of parent-child interaction on self-esteem as mediated by emotional support and self-perception among undergraduate nursing students in Thailand. This study recruited 307 Thai baccalaureate nursing students who completed the Rosenberg Self-Esteem Scale, Ross Parent-Child Interaction Questionnaire, Emotional Support instrument, and Self-Perception questionnaire. Results revealed that the students reported relatively high self-esteem. A path model demonstrated the positive effect of parent-child interaction on emotional support and self-perception, and the positive effects of emotional support and self-perception on self-esteem. Self esteem was powerfully predicted from emotional support and moderately predicted from self-perception. These variables account for 37% of the variance in self esteem.

Relationship Between Stress, Self-Esteem, and Depression among Undergraduate Nursing Students (Preprint)

2019 ◽  
Author(s):  
Shaimaa Elrefaay Sr ◽  
Mervat Shalaby 2nd
Keyword(s):  
Nursing Students ◽  
Health Care Professionals ◽  
Psychosocial Support ◽  
Self Esteem ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
As Stress ◽  
High Level ◽  
Study Participants

BACKGROUND Nursing students are the future of health care professionals and, as such, have a significant role in providing physical and psychosocial support to their clients. Therefore, their levels of psychological distress manifesting as stress, low self-esteem, and depression needs to be identified and minimized. The purpose of the study was to assess the relationships between stress, self-esteem, and depression among nursing students. OBJECTIVE Assess relationship between stress,self-esteem and depression among undergraduate nursing students. METHODS Descriptive cross sectional research design was utilized for the current study. The study was carried out in Nursing School at Tanta University in Egypt. The study participants include 260 undergraduate nursing students at different levels who are enrolled in Fall Semester 2017-2018. Three tools were used to collect he data: Perceived Stress Scale, Rosenberg’s Self-Esteem Scale, and Beck’s Depression Inventory. RESULTS Revealed that there is a statistically significant relation between stress, self-esteem, and depression among the nursing students. CONCLUSIONS The study concluded that the majority of undergraduate nursing students had high level of stress, average self-esteem, and moderate levels of depression. Intervention programs to lower academic stress, increase self-esteem, and reduce depression should be carried out to ensure the efficiency of the students’ learning.

scholarly journals Health-Related Quality of Life and Undergraduate Nursing Students: A Narrative Review

2021 ◽  
Vol 15 (1) ◽  
pp. 244-253
Author(s):  
Markus Wübbeler ◽  
Sebastian Geis ◽  
Björn Teigelake ◽  
Sabine Schoening
Keyword(s):  
Quality Of Life ◽  
Nursing Students ◽  
Self Esteem ◽  
Health Related Quality ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Related Quality ◽  
Health Related ◽  
Nursing Courses

Background: Undergraduate nursing students are vulnerable to stressful university learning environments and poor working conditions in clinical rotations. This can result in students leaving nursing programs or abandoning the profession following graduation. As a result, the health-related quality of life of nursing students is an important indicator to monitor student quality of life adequacy. Preventing premature student nurses' departure from the profession is necessary to reduce the nursing shortage. Objective: To describe the body of knowledge about the health-related quality of life for undergraduate nursing students during their qualification process. Methods: This was a narrative review through a six-database search, including Cochrane, CINAHL, Pubmed, Medline, PsycINFO and Livivio, from between January 1990 and June 2018, with updates in the search followed until November 2019. To assess study quality, the STROBE checklist was used. Results: Eight studies were included in a narrative synthesis. All studies were of cross-sectional design, and none included follow-up procedures. Most of the studies recruited participants from nursing courses and only one study recruited students from a national register. Sample sizes ranged from 110 individuals to 4,033 participants in the register-based study. Common health-related dimensions evaluated included stress, social support, mental health, fatigue, quality of life, and drug abuse. Stress, the most commonly studied dimension, was associated with clinical placements, final exams, and non-prescribed drugs. Social support networks were positively associated with coping abilities and self-esteem. Conclusion: There is low-quality evidence of the impact of nursing courses upon student health-related dimensions (stress, self-esteem, health-related behaviors). Nurse educators should be aware of these associations and support routine screening of students and their health-related dimensions. Interventions, such as consultation and study redesign, might increase the level of health-related dimensions. Nursing schools should further collaborate to investigate these associations and tailored interventions to positively affect health-related dimensions in nursing students.

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