scholarly journals Unconscious Weight Bias Among Nursing Students: A Descriptive Study

Healthcare ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 106
Author(s):  
Tracy P. George ◽  
Claire DeCristofaro ◽  
Pamela F. Murphy
Keyword(s):  
Nursing Students ◽  
Quality Care ◽  
The United States ◽  
Weight Bias ◽  
Undergraduate Nursing Students ◽  
First Semester ◽  
Bachelor Of Science ◽  
Undergraduate Nursing ◽  
Valid Test ◽  
Bsn Students

There has been both an increase in obesity and anti-obesity bias in the United States. The Harvard Weight Implicit Association Test (IAT) is a reliable, valid test that can measure unconscious weight bias. First semester Bachelor of Science in Nursing (BSN) students were surveyed anonymously mid-semester and at the end of the semester after completing the Harvard Weight IAT. Sixty-nine out of 77 students completed pre- and post-surveys. Weight preference towards others was not shown to be related to the respondent’s own self-reported body mass index (BMI). The majority of respondents exhibited more weight-related bias on the IAT than they realized. The three qualitative themes that emerged included Awareness of Personal Beliefs and Stereotypes, Reminder to be Impartial, and Skepticism about the IAT. It is important for undergraduate nursing students to be aware of possible unconscious weight bias in order to provide high-quality care to patients.

Comparing Empathy Levels in Students at the Beginning and End of a Nursing Program

2012 ◽  
Vol 16 (3) ◽  
pp. 28-33 ◽  
Author(s):  
Sherry R. Lovan, ◽  
Maribeth Wilson,
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
The United States ◽  
Nursing Program ◽  
Nursing Educators ◽  
Undergraduate Nursing Students ◽  
First Semester ◽  
Undergraduate Nursing ◽  
Regional University ◽  
Student Version

Researchers of a mid-size regional university in the United States used a survey to compare and measure the empathy levels of first semester baccalaureate undergraduate nursing students with students at the end of the same nursing program using the Jefferson Scale of Empathy (Nursing Student Version). They found nursing students graduating at the end of their baccalaureate undergraduate nursing program do not have significantly different empathy levels when compared to nursing students at the beginning of the program. Implications for nursing educators include incorporating teaching strategies to improve nurses’ empathy.

scholarly journals Undergraduate nursing students’ COVID-19 vaccine intentions: A national survey

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261669
Author(s):  
Holly B. Fontenot ◽  
Deborah B. Mattheus ◽  
Eunjung Lim ◽  
Alexandra Michel ◽  
Nicole Ryan ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Health Care Providers ◽  
Perceived Risk ◽  
The United States ◽  
Care Providers ◽  
Undergraduate Nursing Students ◽  
Perceived Safety ◽  
Undergraduate Nursing ◽  
Secondary Intention

Introduction In December 2020, the first two COVID-19 vaccines were approved in the United States (U.S.) and recommended for distribution to front-line personnel, including nurses. Nursing students are being prepared to fill critical gaps in the health care workforce and have played important supportive roles during the current pandemic. Research has focused on vaccine intentions of current health care providers and less is known about students’ intentions to vaccinate for COVID-19. Methods A national sample of undergraduate nursing students were recruited across five nursing schools in five U.S. regions in December 2020. The survey measured perceived risk/threat of COVID-19, COVID-19 vaccine attitudes, perceived safety and efficacy of COVID-19 vaccines, sources for vaccine information and level of intention to become vaccinated [primary, secondary (i.e., delayed), or no intention to vaccinate]. Results The final sample consisted of 772 students. The majority (83.6%) had intentions to be vaccinated, however of those 31.1% indicated secondary intention, a delay in intention or increased hesitancy). The strongest predictors of primary intention were positive attitudes (OR = 6.86; CI = 4.39–10.72), having lower safety concerns (OR = 0.26; CI = 0.18–0.36), and consulting social media as a source of information (OR = 1.56; CI = 1.23–1.97). Asian (OR = 0.47; CI = 0.23–0.97) and Black (OR 0.26; CI = 0.08–0.80) students were more likely to indicate secondary intention as compared to primary intention. Students in the Midwest were most likely to indicate no intention as compared to secondary intention (OR = 4.6; CI = 1.32–16.11). Conclusions As the first two COVID-19 vaccines were approved/recommended in the U.S. nursing students had overall high intentions to vaccinate. Findings can guide development of educational interventions that reduce concerns of vaccine safety that are delivered in a way that is supportive and affirming to minoritized populations while being respectful of geo-political differences.

scholarly journals Breastfeeding Attitudes and Knowledge in Bachelor of Science in Nursing Candidates

2014 ◽  
Vol 23 (3) ◽  
pp. 135-141 ◽  
Author(s):  
Aurora C. Vandewark
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Health Care Professionals ◽  
Attitude Scale ◽  
Undergraduate Nursing Students ◽  
Bachelor Of Science ◽  
Breastfeeding Knowledge ◽  
Undergraduate Nursing ◽  
Important Health

Breastfeeding is an important health topic worldwide, although lack of breastfeeding knowledge is noted among health-care professionals. The purpose of this study was to explore the relationship between breastfeeding knowledge and attitudes in undergraduate nursing students at the beginning and end of their clinical education. An electronic survey, based on the Iowa Infant Feeding Attitude Scale and the Breastfeeding Knowledge Questionnaire, was administered. Attitude scores did not differ significantly between groups. Total knowledge scores between groups differed modestly (p = .006). Correlations between total knowledge and total attitude scores were found (r[89] = .482, p < .000). Respondents reported that nursing education effectively teaches breastfeeding and that breastfeeding advocacy through patient education is a crucial nursing role.

scholarly journals Summer undergraduate nursing research experience: Implementing a mentor-based research program for minority nursing undergraduates

2017 ◽  
Vol 7 (7) ◽  
pp. 37
Author(s):  
Darpan I. Patel ◽  
Vanessa Meling ◽  
Afsha Somani ◽  
Danila Larrotta ◽  
David A. Byrd
Keyword(s):  
Nursing Students ◽  
Nursing Program ◽  
First Year ◽  
Full Time ◽  
Nursing Research ◽  
Research Experience ◽  
Undergraduate Nursing Students ◽  
Bachelor Of Science ◽  
Undergraduate Nursing ◽  
Immersion Experience

The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

scholarly journals The views of undergraduate nursing students on caring for patients with HIV/AIDS

Curationis ◽  
2006 ◽  
Vol 29 (3) ◽  
Author(s):  
MM Madumo ◽  
MD Peu
Keyword(s):  
Data Analysis ◽  
Nursing Students ◽  
Research Question ◽  
Quality Care ◽  
Central Research ◽  
Curriculum Innovation ◽  
Aids Patients ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Hiv Aids

A qualitative, exploratory and descriptive study was conducted with the purpose of exploring and describing the views of undergraduate nursing students on caring for HIV/AIDS patients. The study population consisted of BCur III nursing students studying at the Medical University of Southern Africa (Medunsa). Participants were purposively selected. Focus group interviews were used as a data collection instrument. Guided by a group moderator and responding to a central research question, participants shared their views about caring for HIV/AIDS patients. Tesch’s qualitative method of data analysis, as described by Cresswell (1994:155), was used to analyse the data. Caring for HIV/AIDS patients evoked emotions such as fear, anger and frustration among undergraduate nursing students. Students expressed needs such as the acquisition of knowledge and a reduction in the stigmatisation of patients with HIV/ AIDS, while the data analysis revealed demands such as more intensive clinical accompaniment by lecturers and antiretroviral therapy delivery by government. Suggested solutions included student participation in HIV/AIDS prevention campaigns and the upholding of patients’ rights. Curriculum innovation was recommended to improve students’ knowledge of HIV/AIDS and to ensure the provision of quality care for these patients.

“I’m scared”: Journaling Uncovers Student Perceptions Prior to a Psychiatric Clinical Rotation

2019 ◽  
Vol 26 (2) ◽  
pp. 189-195 ◽  
Author(s):  
Monika L. Wedgeworth ◽  
Cassandra D. Ford ◽  
Johnny R. Tice
Keyword(s):  
Mental Health ◽  
Nursing Students ◽  
The United States ◽  
Mental Health Nursing ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Study Results ◽  
Mental Health Patients ◽  
Health Course ◽  
Health Nursing

BACKGROUND: The United States is experiencing a shortage of mental health practitioners. A growing body of evidence shows that nursing students state that mental health is among the least desirable specialties, citing anxiety as a prominent factor. This study builds on existing knowledge and seeks to understand undergraduate nursing students’ goals and perceptions about mental health prior to a mental health course utilizing a semistructured clinical journal. AIMS: To explore undergraduate nursing students’ goals and perceptions in order to develop strategies that may positively influence students’ thoughts about mental health nursing. METHOD: Utilizing qualitative methodology, students’ journal entries ( n = 90) were coded into keywords by frequency, forming the basis of themes in this study. RESULTS: Analysis found that nursing students are primarily concerned with their ability to communicate effectively with mental health patients, leading to fears about the upcoming mental health practicum. Although not prompted, students also discussed various stigmas surrounding mental health patients and disorders. CONCLUSION: Students enter the mental health course and practicum with a variety of preconceptions. Nurse educators play a central role in identifying and developing psychoeducational strategies to address student concerns and increase students’ interest in mental health nursing.

scholarly journals Teaching Evidence-Based Practice To Undergraduate Nursing Students: Overcoming Obstacles

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Sharon D. Martin
Keyword(s):  
Nursing Students ◽  
Teaching Strategies ◽  
Evidence Based Practice ◽  
Future Research ◽  
Evidence Based ◽  
Undergraduate Nursing Students ◽  
Catholic College ◽  
Undergraduate Nursing ◽  
Bsn Nursing Students ◽  
Bsn Students

Evidence-based practice is highly valued in health care literature at this time. But research suggests that U.S. RNs face many obstacles when implementing evidence-based practice including a lack of value for research in practice (Pravikoff et al, 2005). Additional obstacles may exist for traditional U.S. BSN nursing students who may not value the importance of learning about evidence-based practice principles or of implementing evidence-based practice in the clinical setting. If we are to improve the use of evidence-based practice among U.S. RNs, learning and valuing the process must begin during the basic nursing educational program. This presentation outlines classroom research designed to uncover the specific obstacles to learning and implementing evidence-based practice described by traditional BSN students at a small, private, Catholic college just before they complete the final clinical internship before graduation. Several teaching strategies were designed to address the obstacles students described. A post-internship survey of the same students determined the effectiveness of the various teaching strategies. Recommendations for future research and for teaching strategies to enhance the learning and valuing of evidence-based practice among traditional U.S. BSN students are offered.

scholarly journals Teaching Physiologic Birth in Maternal–Newborn Courses in Undergraduate Nursing Programs: Current Challenges

2012 ◽  
Vol 21 (3) ◽  
pp. 169-177 ◽  
Author(s):  
Ana C. Sanchez Birkhead ◽  
Lynn Clark Callister ◽  
Nicole Fletcher ◽  
Allison Holt ◽  
Samantha Curtis
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
The United States ◽  
Nursing Programs ◽  
Pedagogical Strategies ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Appropriate Care ◽  
Technological Interventions ◽  
Childbearing Women

For low-risk childbearing women, fewer technological interventions are associated with better physical and psychosocial outcomes; yet, the number of unmedicated physiologic births is decreasing. As a result, fewer undergraduate nursing students experience caring for women who choose physiologic birth, which presents a challenge for nurse educators and implications for preparing students to provide appropriate care for all childbearing women after the students graduate. This exploratory descriptive qualitative study was conducted among 150 randomly selected undergraduate nursing programs in the United States to explore the challenges of educating nursing students about low-intervention birth. Four themes described current challenges: lack of placement opportunities, education versus clinical practice, evidence-based support of physiologic birth, and the need for more research on pedagogical strategies that effectively educate future nurses to advocate for minimal intervention birth options for all women.

Sign in / Sign up

Export Citation Format

Share Document