Caring Values and the Simulation Environment: An Interpretive Description Study Examining Select Baccalaureate Nursing Students’ Experiences

2018 ◽  
Vol 22 (3) ◽  
pp. 68-81
Author(s):  
Leah Thorp ◽  
Sandra Bassendowski
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Interpretive Description ◽  
Simulation Environment ◽  
Art And Science ◽  
Canadian Prairie ◽  
Subjective Perceptions ◽  
The Rich

The art and science of nursing is integrated in undergraduate nursing programs. This research, utilizing interpretive description methodology, explored and expanded knowledge related to baccalaureate nursing students’ caring values and abilities in the simulation environment. A focus group followed by six interviews with students from a Canadian prairie province provided the rich subjective perceptions of caring. These perceptions are incorporated with theoretical perspectives revealing an opportunity to further the art and science of nursing, impact nursing education, increase capacity of simulation, and deepen the understanding of caring practices.

scholarly journals Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness

2017 ◽  
Vol 8 (1) ◽  
pp. 16 ◽  
Author(s):  
June M. Raymond ◽  
Kim Sheppard
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Perceived Stress ◽  
Baccalaureate Nursing ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Baccalaureate Nursing Students ◽  
First Year ◽  
College Level ◽  
Psychological Sense

Mentorship has been around for years and has been explored in nursing education in the clinical settings. Despite evidence that indicates that the academic environment is the most common source of stress, little mentorship implementation and investigation has been done in this environment. The purpose of this research is to describe the effects of a mentorship experience on the level of perceived stress, sense of belonging, self-efficacy, and loneliness by first year baccalaureate nursing students. A quasi-experimental design was conducted.  Seventy baccalaureate nursing students in the first year of their program (n = 34 in the experimental group; n = 36 in the control group) enrolled in a single baccalaureate nursing program were recruited. Third year mentors were purposefully selected by nursing professors within the program. The Perceived Stress Scale, the College Self-Efficacy Inventory (CSEI)–Revised, Sense of Belonging-Psychological, Sense of Belonging-Antecedents, and the Revised UCLA Loneliness Scale were used to evaluate the various concepts as these tools were used in previous research with college level students and deemed to be reliable and valid tools for measuring the relevant concepts. The mentorship program was statistically significant in reducing first year nursing students’ perceived stress and loneliness. It also appeared to increase their sense of self-efficacy and psychological sense of belonging. The mentorship experience could potentially enhance the student experience as well as aid the academic institution in retention and resource maximization. The focus of this research was on the academic mentoring by peers and is worth further exploration and possible wide-scale integration within nursing education.

Ethical Reasoning in Baccalaureate Nursing Students

2009 ◽  
Vol 16 (4) ◽  
pp. 499-510 ◽  
Author(s):  
Lynn Clark Callister ◽  
Karlen E Luthy ◽  
Pam Thompson ◽  
Rae Jeanne Memmott
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Ethical Reasoning ◽  
Thinking Skills ◽  
Baccalaureate Nursing Students ◽  
Qualitative Inquiry ◽  
Critical Thinking Skills ◽  
Ethics Course

Nurses are encountering an increasing number of ethical dilemmas in clinical practice. Ethics courses for baccalaureate nursing students provide the opportunity for the development of critical thinking skills in order to deal with these effectively. The purpose of this descriptive qualitative study was to describe ethical reasoning in 70 baccalaureate nursing students enrolled in a nursing ethics course. Reflective clinical journals were analyzed as appropriate for qualitative inquiry. The overriding theme emerging from the data was `in the process of becoming', which includes: practicing as a professional, lacking the confidence as a student nurse to take an ethical stand, advocating for patients, being just in the provision of care, identifying the spiritual dimensions of nursing practice, confronting the `real world' of health care, making a commitment to practice with integrity, and caring enough to care. The development of critical thinking and ethical reasoning within the framework of knowing and connecting is essential in nursing education.

Being Encouraged and Discouraged: Baccalaureate Nursing Students’ Experiences of Effective and Ineffective Clinical Faculty Teaching Behaviors

2002 ◽  
Vol 6 (1) ◽  
pp. 46-49 ◽  
Author(s):  
M. Kathleen Brewer
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Clinical Setting ◽  
Clinical Teaching ◽  
Baccalaureate Nursing Students ◽  
Clinical Faculty ◽  
Teaching Behaviors ◽  
Faculty Teaching ◽  
Faculty Behavior

A qualitative study was conducted to investigate baccalaureate nursing students’ identification of and experiences with effective and ineffective clinical faculty teaching behaviors. The 272 participants were asked to identify and write a narrative statement about 1 effective and 1 ineffective clinical faculty behavior they had experienced as a student in the clinical setting. The data were analyzed for emergence of common themes. Identification of the themes provided a meaningful way to capture the essences of the students’ experiences of faculty teaching behaviors that fostered and hindered their nursing education in the clinical setting. The themes common to the responses of the participants were that effective faculty behavior was encouraging, and that ineffective faculty behavior was discouraging. Information from this study may help nursing educators engaged in clinical teaching to positively influence the clinical educational experience for nursing students.

The development of clinical reasoning in undergraduate baccalaureate nursing students

2019 ◽  
Author(s):  
◽  
Jeri A. Sindt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Clinical Reasoning ◽  
Baccalaureate Nursing ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Baccalaureate Nursing Students ◽  
Public And Private ◽  
High Level

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Clinical reasoning (CR) is a critical skill that nursing students must acquire in order to provide safe, effective patient care and to function optimally in their future role as registered nurses. Because this complex, high-level thinking process is a relatively recent focus in nursing education, there are few specific studies in the literature that describe CR formation and measurement during the process of CR attainment. A qualitative study was conducted to explore the thinking processes and behaviors associated with the development of clinical reasoning in undergraduate baccalaureate nursing students. Data were collected during individual and small group interviews with 14 participants (n = 6 students; n = 8 faculty members) from public and private education institutions in the Midwest. Results yielded four themes: (1) Behaviors; (2) Thinking Patterns; (3) Feelings (both faculty and students); and (4) Thoughts About Self, a theme unique to the student participants. The themes were manifested in four stages of CR development (Pre CR, Developing CR, Post CR, and Delayed CR) throughout the nursing education program levels (Entry, Junior, and Senior). Findings present important implications for nursing education by providing evidence linking stages of CR development to specific observable behaviors, thus allowing for assessment of effective teaching and learning strategies and development of an assessment tool specific for CR development in both classroom and clinical settings.

scholarly journals Junior baccalaureate nursing students: Factors that predict success

2020 ◽  
Vol 10 (12) ◽  
pp. 1
Author(s):  
Ellen M.T. Smith
Keyword(s):  
Nursing Education ◽  
Academic Success ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Early College ◽  
Sat Scores ◽  
Grade Point ◽  
Baccalaureate Education ◽  
Predict Academic Success

Baccalaureate nursing education strives toward comprehensive preparation of diverse nursing students to meet current healthcare workforce demands. Identification of factors that predict academic success is imperative to meet this goal. The purpose of this study was to discover whether specific academic and noncognitive variables predicted baccalaureate nursing students’ academic success, as defined by junior-year grade point average (GPA) and persistence in nursing education. This post-facto correlational study was conducted over two semesters. Junior year nursing students (N = 150) answered the Short Grit Survey and the Noncognitive Questionnaire, and their academic records were examined for previous college grades (GPAs) and SAT scores. Demographic groups were compared using t-tests, and the data were regressed on junior-year student GPAs and persistence in the major to determine predictors of success. Several significant differences between the participant group responses were noted. Only early-college GPAs predicted junior-year success. SAT scores, grit and noncognitive factors, as well as demographic variables, did not predict academic success. These results inform baccalaureate education programs about priorities for admitting and advising students, and support the use of early-college GPAs to predict the academic success of junior-year baccalaureate nursing students.

Core professional nursing values of baccalaureate nursing students who are men

2016 ◽  
Vol 23 (6) ◽  
pp. 674-684 ◽  
Author(s):  
Bonnie J Schmidt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Nursing Program ◽  
Practice Research ◽  
Professional Nursing ◽  
Nursing Values ◽  
Teaching Learning

Background: The perceptions of core professional nursing values of men in baccalaureate nursing programs are poorly understood. Objective: The study purpose was to understand and interpret the meaning of core professional nursing values to male baccalaureate nursing students. Research design and context: One-to-one interviews were conducted with male nursing students from a public university in the Midwest, following interpretive phenomenology. Ethical considerations: Measures to protect participants included obtaining Institutional Review Board approval, obtaining signed informed consent, and maintaining confidentiality. Findings: The study revealed five themes and several subthemes under an overarching finding of caring. Acquisition of professional nursing values began prior to the nursing program and continued to varying degrees throughout the program. Discussion: Several implications are offered for nursing education, nursing practice, research, and public policy. These include identification of common values, teaching-learning strategies, inclusive environments, teamwork, and conflict resolution. Conclusion: Caring was revealed using a metaphor of a puzzle.

Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Son Chae Kim ◽  
Sydney Sabel ◽  
Sarah McHargue ◽  
Rosaleen D. Bloom
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Evidence Based Practice ◽  
Journal Club ◽  
Baccalaureate Nursing Students ◽  
Evidence Based ◽  
Journal Clubs ◽  
Ebp Implementation ◽  
The Impact

AbstractObjectiveJournal clubs are accepted as an effective strategy for promoting evidence-based practice (EBP). However, journal clubs are underutilized in nursing education, and little is known about the impact of extracurricular, student-led journal clubs on EBP implementation among baccalaureate nursing students. The purpose of this study was to estimate the impact of journal club attendance on EBP implementation.MethodsA web-based survey was conducted in April 2019 following eight sessions of monthly journal club among senior nursing students (n=78).ResultsFifteen students attended four or more extracurricular, student-led journal club sessions (19.2%). EBP practice score was significantly higher among frequent journal club attendees. In multivariate analysis, journal club attendance was the significant predictor of EBP practice (β=0.34; p=0.006).ConclusionGraduating senior nursing students who attend extracurricular, student-led journal club sessions are more likely to carry out EBP practice. Participation in journal clubs may help increase their EBP competencies.

scholarly journals Perceived Patient Safety Competence of Baccalaureate Nursing Students: A Descriptive Comparative Study

2020 ◽  
Vol 6 ◽  
pp. 237796082093013
Author(s):  
Lisa M. Rebeschi
Keyword(s):  
Patient Safety ◽  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Classroom Setting ◽  
Perceived Safety ◽  
Culture Of Safety ◽  
Self Confidence ◽  
Safety Risks

Introduction Patient safety is an issue of utmost concern within health care. An interrelated approach between nursing education and practice is needed. For more than a decade, nursing education programs have responded to calls for curricular reform, integrating strategies to prepare graduates for safe nursing practice. Objectives The purpose of the descriptive study was to examine self-perceived safety competencies among baccalaureate (BSN) nursing students at end of program ( n = 72) using the Health Professional Education in Patient Safety Survey. In addition to the objective of describing self-perceived safety competencies of BSN students, another objective was to investigate any significant differences in self-perceived competencies between traditional 4-year and accelerated 12-month program students. Methods A descriptive comparative design was used with a purposive sample of baccalaureate nursing students from both traditional and accelerated second-degree programs at a comprehensive university in the Northeast. Results Students rated self-confidence with patient safety learned in the clinical environment higher than within the classroom setting. Overall, students reported a high level of self-confidence within each of the seven patient safety dimensions with knowledge gained from the clinical setting higher than knowledge gained from the classroom setting. Paired t-test analyses revealed statistically significant differences ( p < .05) between self-confidence gained in classroom and clinical environments with communicating effectively and managing safety risks. Independent t-test analyses revealed accelerated students reported lower self-confidence than traditional students, with statistically significant differences ( p < .05) in dimensions of culture of safety, working in teams, managing safety risks, and disclosing adverse events/close calls. Conclusion In most patient safety dimensions, students felt confident with their competencies within each of the dimensions of patient safety. Results also revealed that accelerated second-degree students report lower confidence with their knowledge of patient safety gained from classroom and clinical settings. Nursing programs must continue to emphasize a culture of safety within the nursing curriculum.

Implications for Palliative Care Nursing Education

2012 ◽  
Vol 5 (2) ◽  
pp. 86-90 ◽  
Author(s):  
Kim Kuebler
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Objective Test ◽  
Perceived Knowledge ◽  
Nursing Role ◽  
Entry Level ◽  
Significant Difference ◽  
Knowledge Survey

The purpose of this project was to compare baccalaureate nursing students’ self-perceived knowledge with objective test knowledge in the management of chronic diseases and their associated symptoms. Methodology included two regional nursing programs that have participated in this project (Southeastern [SE] and the Northeastern [NE] United States). Senior baccalaureate nursing students in their last semester were targeted and represent the entry level into the professional nursing role. Participants completed a self-rated knowledge survey and then completed a 45-item multiple choice objective knowledge examination on disease pathophysiology and symptom management. The results showed a weak correlation in the SE cohort between self-perceived knowledge and objective-tested knowledge. The NE cohort had a negative correlation between self-perceived knowledge and the objective test measurement. There was no statistically significant difference in the objective testing between cohorts. Both cohorts scored a mean of less than 50% on the objective examination.

scholarly journals The Effects of Resilience on the Psychological Well‐being of University Students – Article Review

INYI Journal ◽  
2015 ◽  
pp. 12-13
Author(s):  
Neda Safaee-Rad
Keyword(s):  
Social Sciences ◽  
Nursing Education ◽  
Nursing Students ◽  
University Students ◽  
Baccalaureate Nursing ◽  
Self Efficacy ◽  
International Study ◽  
Well Being ◽  
Baccalaureate Nursing Students ◽  
Psychological Well Being

Taylor, H., & Reyes, H. (2012). Self‐Efficacy and Resilience in Baccalaureate Nursing Students. International Journal of Nursing Education Scholarship, 9(1), 1‐9. Pidgeon, A. M., Natasha, F. R., Stapleton, P., Magyar, H. B., & Lo, B. C. Y. (2014). Examining Characteristics of Resilience among University Students: An International Study. Open Journal of Social Sciences, 2, 14‐22.

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