scholarly journals The Relationship between the COVID-19 Pandemic and Nursing Students’ Sense of Belonging: The Experiences and Nursing Education Management of Pre-Service Nursing Professionals

2020 ◽  
Vol 17 (16) ◽  
pp. 5848 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Sense Of Belonging ◽  
Personal Development ◽  
National Development ◽  
Snowball Sampling ◽  
Social Distancing ◽  
Education Management ◽  
Overall Performance ◽  
Nursing Professionals

The COVID-19 pandemic has changed the orders and structures of societies, particularly in the fields of medical and nursing professions. The researcher aims to understand the experiences, sense of belonging, and decision-making processes about Japanese pre-service nursing students and how the COVID-19 pandemic, social distancing, and lockdown has influenced their understanding as pre-service nursing professionals in Japan. As this study focuses on the issues of pre-service nursing students, the researcher invited forty-nine pre-service nursing students for a virtual interview due to the recommendation of social distancing. To increase the coverage of the population, the researcher employed snowball sampling to recruit participants from all over Japan. Although the COVID-19 pandemic influenced the overall performance of the medical and nursing professions, all participants showed a sense of belonging as Japanese citizens and nursing professionals due to the natural disaster of their country. More importantly, all expressed their desires and missions to upgrade and improve the overall performance of the public health system due to the influence of the COVID-19 pandemic. The results discovered that many Japanese nursing students advocated that Japan’s national development, the benefits and advantages of their country, were of a greater importance than their own personal development and goals.

Integrating YouTube into the Nursing Curriculum

2011 ◽  
Vol 16 (3) ◽  
Author(s):  
Leighsa Sharoff
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Nurse Educators ◽  
Nursing Curriculum ◽  
Nursing Courses ◽  
User Friendly ◽  
Nursing Professionals ◽  
Theoretical Foundations

Nurse educators need to be innovative, stimulating, and engaging as they teach future nursing professionals. The use of YouTube in nursing education classes provides an easy, innovative, and user-friendly way to engage today’s nursing students. YouTube presentations can be easily adapted into nursing courses at any level, be it a fundamentals course for undergraduate students or a theoretical foundations course for graduate students. In this article I will provide information to help educators effectively integrate YouTube into their course offerings. I will start by reviewing the phenomenon of social networking. Next I will discuss challenges and strategies related to YouTube learning experiences, after which I will share some of the legal considerations in using YouTube. I will conclude by describing how to engage students via YouTube and current research related to YouTube.

scholarly journals Stress, Burnout, and Low Self-Efficacy of Nursing Professionals: A Qualitative Inquiry

Healthcare ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 424
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Self Efficacy ◽  
Personal Development ◽  
Sampling Strategy ◽  
Qualitative Inquiry ◽  
The Self ◽  
Snowball Sampling ◽  
The Public ◽  
The Social ◽  
High Level ◽  
Nursing Professionals

Nursing professionals face a high level of stress and burnout due to overloaded responsibilities, which may cause a low level of self-efficacy. From the perspective of nursing professionals, the research aims to understand what are the sources of stress and burnout which would reduce the self-efficacy and the unbalanced patient ratio and how would nursing professionals describe their experiences, sources of stress and burnout, and self-efficacy. Based on the snowball sampling strategy, 60 nursing professionals were invited for qualitative research data collection. Based on the lens of the self-efficacy approach, the results indicated that the environmental factors, including workplace bullying, family stress, misunderstanding of public members, and personal development and career enhancement took important roles in increasing their stress and burnout and in reducing their self-efficacy. The outcomes of this study discovered the social status and discrimination toward nursing professionals. Government leaders, policymakers, and researchers should take this research as an opportunity to reform their policy for human resource management and education for the respectfulness of medical and nursing professionals in the public health system.

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.

scholarly journals “I Internalize Islamic Values”: Bachelor Nursing Students’ Perception and Experience of Professional Identity in Indonesia

2021 ◽  
Vol 9 (T4) ◽  
pp. 158-166
Author(s):  
Wulan Noviani ◽  
Lisa Musharyanti ◽  
Rangga Putera Anugerah Pratama
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Career Choice ◽  
Professional Identity ◽  
Sense Of Belonging ◽  
Nursing Profession ◽  
Convenience Sample ◽  
Academic Hospitals ◽  
Islamic Values

BACKGROUND: Professional identity is the primary goal of nursing education institutions that shaped professional nurse’s identity. However, final-year bachelor nursing students’ perception and experience of professional identity remain limited to explore. AIM: This study aims to analyze final-year bachelor nursing students’ perception and experience toward professional identity in Indonesia. METHODS: A descriptive qualitative study with a drawing exercise was conducted with a convenience sample of final-year bachelor nursing students to explore how they viewed the nursing profession. Thirteen nursing students were recruited from four academic hospitals of Universitas Muhammadiyah Yogyakarta. Data were analyzed thematically using Colaizzi methods and NVivo 12 Plus. RESULTS: The analysis showed five themes identified, namely, “Islamic nurse is my identity,” “I follow Islamic sharia,” “I internalize Islamic values,” “I practice professional roles,” and “I obey professional regulation.” CONCLUSION: Nursing students perceived the identity of Islamic nurses into their identity. Developing a strong professional identity is essential for the students to enhance a sense of belonging and career choice in the nursing profession.

scholarly journals (Des)construções de conhecimentos na saúde mental por meio da educação permanente em enfermagem

2021 ◽  
Vol 11 (4) ◽  
Author(s):  
Débora Gomes Da Rocha ◽  
Émilly Giacomelli Bragé ◽  
Lahanna Da Silva Ribeiro ◽  
Domênica Bossardi Ramos ◽  
Lauren Ruas Vrech ◽  
...  
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Scientific Basis ◽  
Porto Alegre ◽  
Professional Experiences ◽  
Post Test ◽  
Salud Mental ◽  
Psychosocial Perspective ◽  
Nursing Professionals

Objetivo: Relatar as ações de educação permanente realizadas pelo Projeto de Extensão “Educação Permanente de Enfermagem em Saúde Mental” da Universidade Federal de Ciências da Saúde de Porto Alegre. Método: Relato de experiência sobre as atividades desenvolvidas pelo Projeto de Extensão na Internação Psiquiátrica do Hospital Materno-Infantil Presidente Vargas. As ações de educação permanente foram ofertadas para os profissionais de enfermagem em encontros mensais de maio a dezembro de 2019. As atividades foram ministradas e planejadas pelas acadêmicas de enfermagem, sob supervisão da professora coordenadora. Resultados: Obteve-se a participação em média de 5 profissionais de enfermagem por encontro. A média geral de acertos no pré-teste foi de 53,38% enquanto no pós-teste 81,27%, representando um aumento de 27,89% nos acertos. Os participantes engajaram-se nas atividades e fortaleceram um espaço fértil para trocas de saberes. Conclusões: Os encontros possibilitaram a busca pelo embasamento científico para a prática, viabilizando uma assistência sob a perspectiva psicossocial. A educação permanente engloba as vivências profissionais e as especificidades do ambiente de trabalho, estimulando o raciocínio crítico do profissional.Descritores: Educação Continuada; Enfermagem; Saúde Mental. Objective: To report the permanent education actions carried out by the Extension Project “Permanent Nursing Education in Mental Health” at the Federal University of Health Sciences of Porto Alegre. Method: Experience report on the activities developed by the Extension Project on Psychiatric Internment at Hospital Materno-Infantil Presidente Vargas. Permanent education actions were offered to nursing professionals in monthly meetings from May to December 2019. The activities were taught and planned by nursing students, under the supervision of the coordinating professor. Results: An average participation of 5 nursing professionals per meeting was obtained. The general average of correct answers in the pre-test was 53.38% while in the post-test 81.27%, representing an increase of 27.89% in the correct answers. Participants engaged in activities and strengthened a fertile space for exchanging knowledge. Conclusions: The meetings enabled the search for a scientific basis for the practice, enabling assistance from a psychosocial perspective. Permanent education encompasses professional experiences and the specifics of the work environment, stimulating the professional's critical thinking.Keywords: Education, Continuing; Nursing; Mental Health. Objetivo: Informar sobre las acciones de educación continua realizadas por el Proyecto de Extensión “Educación Permanente en Enfermería en Salud Mental” en la Universidad Federal de Ciencias de la Salud de Porto Alegre. Método: Informe de experiencia sobre las actividades desarrolladas por el Proyecto de Extensión sobre Internación Psiquiátrica en el Hospital Materno-Infantil Presidente Vargas. Se ofrecieron acciones de educación permanente a profesionales de enfermería en reuniones mensuales de mayo a diciembre de 2019. Las actividades fueron impartidas y planificadas por estudiantes de enfermería, bajo la supervisión del profesor coordinador. Resultados: se obtuvo una participación promedio de 5 profesionales de enfermería por reunión. El promedio general de respuestas correctas en la prueba previa fue del 53.38% mientras que en la prueba posterior el 81.27%, lo que representa un aumento del 27.89% en las respuestas correctas. Los participantes participaron en actividades y fortalecieron un espacio fértil para el intercambio de conocimientos. Conclusiones: Las reuniones permitieron la búsqueda de una base científica para la práctica, lo que permitió la asistencia desde una perspectiva psicosocial. La educación permanente abarca las experiencias profesionales y las características específicas del entorno laboral, estimulando el pensamiento crítico del profesional.Palabras clave: Educación Continua; Enfermería; Salud Mental. 

scholarly journals Knowledge of graduated nursing students on breast feeding newborns with cleft lip and palate

Rev Rene ◽  
2016 ◽  
Vol 16 (1) ◽  
Author(s):  
João Lopes Toledo Neto ◽  
Carla Moretti de Souza ◽  
Edna Aparecida Lopes Bezerra Katakura ◽  
Talita Vidotte Costa ◽  
Kelly Holanda Prezotto ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Personal Characteristics ◽  
Care Process ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Breastfeeding Knowledge ◽  
Nursing Professionals

Objective: to identify the knowledge of nursing professionals about breastfeeding infants with a cleft lip and palate. Methods:a cross-sectional survey with nurses from two Brazilian Universities. A questionnaire with personal characteristics andknowledge related to nursing education was used. Results: all 13 nurses reported the lack of training on breastfeedingfor infants with a cleft lip and palate. Most of the nurses were unaware of offering ways of feeding, suggesting that despitebeing one of the professionals who give more guidance on breastfeeding, knowledge on the subject is just beginning aboutthe need for attention and care in attending children with a cleft lip and palate. Conclusion: further research in the area isrecommended in order to improve understanding of caring for newborns with a cleft lip and palate, and to help professionalsupgrade the care process.

Leadership and intra-personal development: relevance to Chinese nursing students

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Zenobia C.Y. Chan
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Focus Group ◽  
Clinical Setting ◽  
Personal Development ◽  
Cultural Influence ◽  
Nursing Leadership ◽  
Nursing Programs ◽  
Focus Group Interviews ◽  
Group Interviews

AbstractIt is well known that intra-personal attributes and leadership styles are crucial elements of nursing education and practice. However, little has been done in these aspects, particularly in terms of students’ perspectives regarding various cultural influences on intra-personal development and nursing leadership. Six focus group interviews were conducted in Hong Kong to explore the meanings of intra-personal development and nursing leadership in nursing education and the clinical setting, and to analyze Chinese culture relevant to intra-personal and leadership development. The results revealed three themes (intra-personal development, nursing leadership, and cultural influence) extracted from the focus group interviews. Regarding intra-personal development, the findings from participants’ experiences suggested that they agreed with the importance of self-awareness, self-reflection, emotional competence, resilience, morality, and self-identity in nursing students. In addition, social competence, communication, team building and self-leadership, as well as crisis, conflict, and stress management, are crucial to nursing leadership. Some participants were also concerned with the cultural influence on gender barriers and hierarchism in the clinical setting. As intra-personal characteristics, leadership competence, and cultural values are crucial and fundamental in education, nursing programs should enhance these aspects for the holistic development of nursing students. Further studies across regions and time, interviews with nursing educators, and cross-cultural collaboration for nursing leadership and intra-personal development in nursing programs are recommended.

NORMATIVE PRACTICES AS AN INTERMEDIATE BETWEEN THEORETICAL ETHICS AND MORALITY

2006 ◽  
Vol 71 (1) ◽  
pp. 96-112 ◽  
Author(s):  
Henk Jochemsen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Education ◽  
Professional School ◽  
Nursing Graduates ◽  
Christian University ◽  
Normative Practices ◽  
Higher Professional Education ◽  
Career Options ◽  
Nursing Professionals

One of the career options Ede Christian University for higher professional education (CHE) offers is nursing. As a Christian professional school, the ECU provides learning environments for nursing students to become professionals who are to exhibit a Christian life style, values and professional ethics. Nursing graduates of our school in general may have a Christian disposition regarding major issues in health care like displaying respect for patients, having a correct attitude, practising informed consent, displaying confidentiality, and avoiding euthanasia etc. A worrying development for educators, though, is that often within a year after their graduation these young nursing professionals may adopt the secularized behaviour predominant in their workplace, even when that behaviour in some respects contrasts with the values they internalized during their nursing education. (Fortunately, it can also be noted that later in their career, the graduates of our school may return to the values and norms they once learned at school. What on first sight did not seem ‘practical’ to adhere to in the workplace, some do come to recognize as essential for their own morally competent performance of their practice). Apparently, the shaping force of the social context of a professional practice can be stronger than the personal beliefs young professionals adopt before their graduation.

scholarly journals From Substance to Skill: Student Perspective on Caring

2021 ◽  
Vol 9 (2) ◽  
pp. 24
Author(s):  
Yael Sela ◽  
Rachel Nissanholtz-Gannot ◽  
Avi Zigdon ◽  
Keren Grinberg
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Web Of Science ◽  
Practical Knowledge ◽  
Health Professions ◽  
Nursing Profession ◽  
Student Perspective ◽  
Manual Search ◽  
Nursing Career ◽  
Nursing Professionals

Background: Nursing professionals unanimously agree that caring is the professional core, reflecting its uniqueness and distinguishing it from other health professions. The perception of caring seems to be changing with time along with nursing students' perceptions of this topic.Aim: This integrative review was aimed at presenting an overview of changes in student considerations when choosing the nursing profession and relating to the caring aspect.Methods: We reviewed past literature and defined “Caring”, “Nursing”, “Nursing Career”, “Patient Care” and “Students” as their keywords on Medline, PubMed, Embase and Web of Science. There was also conducted a manual search in order to find other potentially suitable resources.Results: The findings indicate that the concept of caring continues to be ambiguous and difficult to define, and demonstrate a different approach to caring as compared to the past.Conclusion: Caring is now considered more of a skill and less of a substance. The nursing education system should give their students a pack of tools that will develop an approach that consists of extensive practical knowledge alongside a strong understanding and empathy for the patient, in order to provide human and sensitive care.

scholarly journals Nursing students’ experiences of caring for dying patients and their families: a systematic review and meta-synthesis

2019 ◽  
Vol 6 (4) ◽  
pp. 261-272 ◽  
Author(s):  
Yan Wang
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Personal Development ◽  
Symptom Control ◽  
Qualitative Assessment ◽  
Therapeutic Communication ◽  
Supporting System ◽  
Dying Patients ◽  
Chinese Studies

Abstract Objective Nurses play important roles in caring for dying patients and their families. Difficulties students confronted when facing dying patients challenge the quality of nursing education. A better understanding of students’ experiences would enhance teachers’ ability in helping students. This study aims to describe available evidence about nursing students’ experiences when caring for dying patients and their families. Methods A review of qualitative studies published between 2005 and 2017 was undertaken using the following databases: MEDLINE, CINAHL, ProQuest Central, ScienceDirect, and CNKI. The keywords included were nursing students, experience, care, end-of-life, and dying. Qualitative Assessment and Review Instrument was used to assess the quality of the studies by two independent reviewers. The data from the studies were analyzed by meta-synthesis. Results Eighteen English and two Chinese studies were selected in this review. Four themes were emerged: (1) Students with dying patients: students did not have enough ability in symptoms control, comfort supply, and therapeutic communication for dying patients. (2) Students with the patients’ families: students advocated more caring for patients’ families. (3) Students with the surroundings: professional medical staffs, especially the nursing preceptors, were key roles in constructing a supporting system for students. (4) Students with themselves: nursing students underwent various negative feelings and adopted both negative and positive strategies to cope with such feelings; students experienced professional and personal development during the caring for dying patients. Conclusions Nursing students’ abilities in terminal symptom control, comfort supply, and therapeutic communication should be improved by more theoretic learning and simulation practice. The nursing preceptors were key roles in constructing a supporting system for students and helping them to control the negative emotions when facing dying patients.

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