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.

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.

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 Clinical Practice Stress and Burnout in Nursing Students: The Mediating Effect of Empathy

2018 ◽  
Vol 24 (4) ◽  
pp. 406-414 ◽  
Author(s):  
Yeoungsuk Song
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Perspective Taking ◽  
Pearson Correlation ◽  
Empathic Concern ◽  
Mediating Effect ◽  
Mediation Effect ◽  
Personal Distress ◽  
Cross Sectional ◽  
Mediating Role

Purpose: The purpose of this paper was to examine the relationships between clinical practice stress and burnout, and the mediating role of empathy in nursing students. Methods: A cross-sectional research design was employed. One hundred seventeen nursing students completed questionnaires on clinical practice stress, empathy (perspective-taking, fantasy, empathic concern and personal distress) and burnout in December 2017. IBM SPSS Statistics 23 was used and descriptive statistics, frequency, Pearson correlation coefficient and multiple regression were conducted. Baron & Kenny method and Sobel test were adopted for analysis of the mediation effect (personal distress of empathy). Results: The mean scores of clinical practice stress and burnout were 3.45 and 43.09, and perspective-taking, fantasy, empathic concern and personal distress of empathy were 2.67, 2.42, 2.64 and 2.19, respectively. The highest relationship between clinical practice stress and empathy was personal distress of empathy (r=.32, p<.001). Burnout was positively associated with clinical practice stress and personal distress of empathy (r=.22, p=.015; r=.51, p<.001). Personal distress of empathy demonstrated a complete mediating effect on the relationship between clinical practice stress and burnout (Z=3.22, p=.001). Conclusion: These results showed that decreasing personal distress of empathy is important for nursing students, and may help in reducing clinical practice stress and burnout.

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 Predictors of Emotional Labor and Resilience on Clinical Competency in Nursing Students

2019 ◽  
Vol 25 (3) ◽  
pp. 357-365 ◽  
Author(s):  
Eun Mi Park ◽  
Yeoungsuk Song
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Emotional Labor ◽  
Clinical Competence ◽  
Pearson Correlation ◽  
Explanatory Power ◽  
Descriptive Statistics ◽  
Regression Analyses ◽  
Cross Sectional ◽  
One Way Anova

Purpose: The purpose of this study was to investigate predictors of emotional labor and resilience on clinical competence in nursing students. Methods: A cross-sectional, descriptive study was distributed to 120 nursing students. Structured questionnaires addressing emotional labor, resilience, and clinical competence were employed. Descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation coefficient, and regression were used to analyze the data. Results: A total of 116 surveys were analyzed. Satisfaction of clinical practice and major showed statistically significant differences in clinical competence (F=6.59, p=.002; F=11.32, p<.001, respectively). Clinical competence was positively associated with resilience (r=.67, p<.001). Regression analyses showed that satisfaction of clinical practice and major, and resilience were statistically significant in predicting clinical competence with the explanatory power of 46.4% (F=20.91, p<.001). Conclusion: The results showed that resilience was the critical predictor of clinical competence in nursing students. It is therefore necessary to develop resilience programs to help improve clinical competence in nursing students.

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 The use of virtual patient in teaching clinical practice skills to nursing students

2019 ◽  
Vol 16 (4) ◽  
pp. 907-915
Author(s):  
Gül Şahin ◽  
Tülay Başak
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Real Life ◽  
Virtual Patient ◽  
English Summary ◽  
Virtual Patients ◽  
Clinical Scenarios

Virtual patients are used as training method to gain professional competencies in nursing education. Virtual patients are real-life interactive computer-based clinical scenarios where students can learn appropriate information and practices to plan and manage patient care, and can be used for health care, training, or evaluation. Virtual patient technology that provides skill in a risk-free environment provides real-time feedback on student activity that can affect decision-making when they contact with the patient. If included in the curriculum appropriately; virtual patient technology can help the student develop numerous skills such as clinical assessment, patient interaction, critical thinking, therapeutic approach and adaptation to a changing environment. It helps students to overcome the limits of clinical practice, develop coping skills, support critical thinking, develop decision-making skills, and quickly adapt to clinical settings. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Sanal hastalar, hemşirelik eğitiminde mesleki yeterlikleri kazanmak için eğitim yöntemi olarak kullanılmaktadır. Öğrencilerin hasta bakımını planlamak ve yönetmek için uygun bilgi ve uygulamaları öğrenebilecekleri, sağlık bakımı, eğitim veya değerlendirme amacıyla kullanılabilen gerçek yaşamla etkileşimli bilgisayar tabanlı klinik senaryolardır. Risksiz bir ortamda beceri kazandıran sanal hasta teknolojisi, hasta ile temasa geçtiğinde karar vermeyi etkileyebilecek öğrenci etkinliği hakkında gerçek zamanlı geribildirim sağlar. Müfredata uygun bir şekilde dahil edilirse; sanal hasta teknolojisi öğrenciye klinik değerlendirme, hasta etkileşimi, eleştirel düşünme, terapötik yaklaşım ve değişen bir ortama uyum sağlama gibi çok sayıda becerinin geliştirilmesine yardımcı olabilir. Öğrencilerin klinik uygulamaların sınırlarını aşmalarına, baş etme becerilerini geliştirmelerine, eleştirel düşünceyi desteklemelerine, karar verme becerilerini geliştirmelerine ve klinik ortamlara hızlı bir şekilde adapte olmalarına yardımcı olmaktadır.

scholarly journals Student Satisfaction with Nursing Program at the Sulaimani College of Nursing

2019 ◽  
Vol 4 (4) ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Skills Training ◽  
Nursing Program ◽  
Face Validity ◽  
Cross Sectional ◽  
College Of Nursing ◽  
Students Satisfaction

Background: Nursing students’ satisfaction with their undergraduate program is essential and can serve as an instrument of assessment of institutional effectiveness and success. Objective: To evaluate and understanding student satisfaction with nursing program in areas of curriculum, college environment, Faculty and clinical interaction with the college of nursing at university of sulaimani. Methods: Cross sectional study was conducted for 170 students in nursing college at university of sulaimani, from period of 1st November to 25th February to identify their satisfaction with the nursing program. A non probability \ purposive sampling technique was applied to 170 the students of nursing studying in the second to fourth year. A questionnaire was constructed by the researchers to elicit the detailed information related to study objectives. Subjects were completed as interview technique. Content and Face Validity of the instrument was established and the reliability was measured by using Cronbach’s alpha = 0.96. Formula in the questionnaire list. All statistical computation is enhanced using statistical method (SPSS 21) The result of the study showed that More than half (51.76) of the study participants were barely satisfied, younger students had greater satisfaction comparing their peers. There were no significant associations between students’ satisfaction with the nursing program dimensions and participant’s age and academic level. Conclusion: Generally, the findings of the study showed that students’ satisfaction with a nursing program was neutral. The study gets the attention to the many positive as well as negative aspects of the clinical experience of the nursing students at the college, and the need to rethink clinical skills training in nursing education.

scholarly journals Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

BMC Nursing ◽  
2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Jørn Hustad ◽  
Berit Johannesen ◽  
Mariann Fossum ◽  
Olav Johannes Hovland
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Focus Group ◽  
Learning Outcomes ◽  
Transfer Of Learning ◽  
Clinical Skills ◽  
Focus Group Interviews ◽  
Simulation Based ◽  
Group Interviews

Abstract Background Simulation-based training is used to develop nursing students’ clinical performance in assessing and managing situations in clinical placements. The use of simulation-based training has increased and become an integrated part of nursing education. The aim of this study was to explore nursing students’ experiences of simulation-based training and how the students perceived the transfer of learning to clinical practice. Methods Eight focus group interviews were conducted with a total of 32 s- and third-year nursing students who participated in a simulation-based training organized as preparation for clinical placement. The transcribed interviews were analysed with thematic analysis. Results Three major themes emerged from the focus group interviews; first, the simulation-based training promoted self-confidence; second, understanding from simulation-based training improved clinical skills and judgements in clinical practice; and third, simulation-based training emphasised the importance of communication and team collaboration. Conclusions This study revealed students’ transfer of learning outcomes from simulation-based training to clinical practice. The students’ experiences of the simulation-based training remain as enduring and conscious learning outcomes throughout their completion of clinical practice. The organisation of simulation-based training and its implementation in the curriculum are crucial for the learning outcomes and for students’ experiences of the transfer of knowledge to clinical practice.

Evaluation of two simulation methods for teaching a disaster skill

2020 ◽  
pp. bmjstel-2019-000572
Author(s):  
Sherrill Smith ◽  
Sharon L Farra ◽  
Eric Hodgson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Performance Outcomes ◽  
Treatment Groups ◽  
Self Confidence ◽  
Simulation Based ◽  
Quasi Experimental ◽  
And Performance

IntroductionWith increasing use of virtual reality simulation (VRS) in nursing education, there is a paucity of research exploring learning outcomes following training with VRS as compared with traditional mannequin-based simulation. Given the resource intensive nature of mannequin-based simulation, especially for disaster education, understanding outcomes from newer technologies like VRS are needed.MethodsA quasi-experimental design was used to examine the differences in learning outcomes for the disaster skill of decontamination, based on type of simulation. The study was framed by the National Leage for Nursing (NLN) Jeffries Simulation Theory, with participant outcomes identified by the framework (satisfaction, self-confidence and performance). Outcomes were measured using the NLN Student Satisfaction and Self­ Confidence in Learning scale and a Decontamination Checklist. Senior nursing students in the final semester of a baccalaureate nursing programme were recruited to participate during one of their scheduled laboratory days. Following a didactic presentation, students were randomly assigned to one of two treatment groups (VRS or mannequin-based simulation training) to learn the skill of decontamination.ResultsA total of 121 participants took part in the study. No statistically significant results were noted for any of the study outcomes: performance (accuracy and time), satisfaction and self-efficacy. Results of the study demonstrate that VRS is as effective as mannequin-based simulation in training participants for the skill of decontamination.ConclusionsSimulation-based education experiences must be matched to learning outcomes and evaluated for effectiveness. As evidence emerges regarding use of newer technologies, like VRS, educators will have more options for providing students with opportunities that best match available resources.

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