scholarly journals Enhancing Happiness for Nursing Students through Positive Psychology Activities: A Mixed Methods Study

2020 ◽  
Vol 17 (24) ◽  
pp. 9274
Author(s):  
Jeong-Won Han ◽  
Kyung Im Kang ◽  
Jaewon Joung
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Psychological Capital ◽  
Character Strengths ◽  
Intervention Group ◽  
Mixed Methods Study ◽  
Control Group ◽  
Positive Psychological Capital ◽  
Calling Program ◽  
Learning Flow

This study aims to evaluate a program promoting character strengths, positive psychological capital, learning flow, and sense of calling for nursing students. We conducted a concurrent embedded mixed methods study with 51 nursing students randomly classified into an intervention or a control group. The intervention group exhibited significantly higher scores than the control group for positive psychological capital, learning flow, and sense of calling. Program participation experiences were categorized as “change of views about oneself”, “change of views about the world”, “stress relief”, and “practice of positivity”. Among nursing students, this program demonstrated change toward a positive, committed, and meaningful life.

scholarly journals Intervention intended to improve public health professionals’ self-efficacy in their efforts to detect and manage perinatal depressive symptoms among Thai women: a mixed-methods study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Nitikorn Phoosuwan ◽  
Pranee C. Lundberg ◽  
Sadiporn Phuthomdee ◽  
Leif Eriksson
Keyword(s):  
Public Health ◽  
Depressive Symptoms ◽  
Mixed Methods ◽  
Health Professionals ◽  
Self Efficacy ◽  
Intervention Group ◽  
Mixed Methods Study ◽  
Control Group ◽  
Public Health Professionals ◽  
Perinatal Depressive Symptoms

Abstract Background Targeting perinatal depressive symptoms among women can reduce premature mortality. However, public health professionals (PHPs) in primary healthcare settings often have low self-efficacy for detection and management of perinatal depressive symptoms among women. This mixed-methods study was aimed at developing and evaluating a self-efficacy improvement programme (SIP) intended to increase PHPs’ self-efficacy in efforts to detect and manage perinatal depressive symptoms. Methods The SIP consisted of 1 day of theory and 4 weeks of practice. Sixty-six PHPs from sub-district health promotion hospitals (primary health care level) in Sakonnakhon, a north-eastern province in Thailand, were randomised into an intervention group (n = 33) and a control group (n = 33). Twenty-three of the intervention group participants also took part in focus group discussions (FGDs). Multiple linear regression and qualitative content analysis were used to analyse the data. Results After the SIP, the intervention group participants had higher self-efficacy score than those in the control group (p = 0.004). The FGDs resulted in four categories emerging: Having confidence, Changing knowledge and attitudes, Increasing perception of an important role, and Increasing awareness of performed function. Conclusions To enhance the ability of PHPs to detect and manage perinatal depressive symptoms, an intervention programme based on self-efficacy modification is recommended.

scholarly journals The Influence of Personality Characteristics, Self-leadership and Positive Psychological Capital on Learning Flow of Nursing Students

2019 ◽  
Vol 25 (4) ◽  
pp. 393-404
Author(s):  
Seung Eun Jeong ◽  
Jung Hee Han
Keyword(s):  
Standard Deviation ◽  
Nursing Students ◽  
Correlation Coefficient ◽  
Psychological Capital ◽  
Institutional Support ◽  
Personality Characteristics ◽  
College Level ◽  
Hierarchical Multiple Regression ◽  
Positive Psychological Capital ◽  
Learning Flow

Purpose: This study aims to investigate the influence of personality type, self-leadership, and positive psychological capital on the flow of learning of nursing students. Methods: The sample consisted of 179 nursing students. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, ANOVA, $Scheff{acute{e}}^{prime}s$ test, Pearson's correlation coefficient analysis, and Hierarchical multiple regression. Results: Upon analysis, the relative influence of the variables that can improve learning flow, the influencing variables, were identified as self-leadership and self-efficacy. Conclusion: To increase the learning flow, supportive measures and strategies that increase positive psychological capital should be developed, successful cases of self-leadership be shared, and be incorporated into a culture that promotes learning flow. And to promote the learning flow, it needs political and environmental improvement, and institutional support of at the college level.

The Effectiveness of Using a Mobile Messenger as an Educational Supporting Tool among Nursing Students

2020 ◽  
Vol 4 (1) ◽  
pp. 67-77
Author(s):  
Rohimah Ismail ◽  
Chong Mei Chan ◽  
Wan Muhammad Azly W. Zulkafli ◽  
Hasnah Zani ◽  
Zainab Mohd Shafie
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Decision Making ◽  
Intervention Group ◽  
Great Influence ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Supporting Tool ◽  
Nursing College

                The evolution of information technology has exerted great influence on nursing education via new pedagogy of knowledge delivery without time and place restriction. Mobile technology revolutionises nursing education and clinical practice via empowering skills of critical thinking and clinical decision-making through learning. The aim of this study is to evaluate the effectiveness of using mobile messenger (Whatsapp) as an educational supporting tool among nursing students. The study design used is a Cluster Randomized Control Trail. Two nursing colleges were selected. Sample size was 93 participants, 48 from the Kuala Terengganu Nursing College Kuala Terengganu as the intervention group while the control group were recruited among 45 participants from UniSZA Nursing College. There is a significant difference in the level of knowledge between pre and posttest among intervention group (mean difference was -8.70 with a standard deviation 8.42, p-value< 0.001) and 93.8 percent of the respondents perceived the usefulness of using WhatsApp mobile messenger to enhance learning. This demonstrates that learning through mobile messenger (WhatsApp) enhances learning and is well received as a new method of learning by almost all students.   Keywords: Mobile learning, WhatsApp messenger, Social Interaction

scholarly journals Nurses’ educational needs when dealing with aggression from patients and their families: a mixed-methods study

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e041711
Author(s):  
Kana Sato ◽  
Yoshimi Kodama
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Phase I ◽  
Phase Ii ◽  
Mixed Methods Study ◽  
Self Awareness ◽  
Two Phase ◽  
Sequential Mixed Methods ◽  
Nursing Professionals ◽  
Educational Contents

ObjectivesTo explore the type of education needed for nurses when dealing with aggression from patients and their families.DesignA two-phase sequential mixed-methods study.SettingThis study was conducted in Japan, with phase I from March to November 2016 and phase II in November 2018.Main outcome measuresThe challenges faced by nurses when dealing with incidents of aggression from the neutral perspective of neither nurse nor patient/family and perceptions of the educational contents developed in this study. Descriptive analyses were used to examine the data retrieved from both phases.ParticipantsPhase I entailed semistructured interviews among 11 neutral-party participants who observed aggressive incidents between nurses and patients/families. Phase II consisted of a web survey conducted among 102 nursing students and 308 nursing professionals.ResultsPhase I resulted in the identification of the following five main educational components: understanding the mechanisms of anger and aggression, maintaining self-awareness, observant listening, managing the self-impression, and communicating based on specific disease characteristics. Each component was related to improved communication through self-awareness. The results of phase II indicated that participants positively perceived these educational contents as likely to be effective for dealing with aggression from patients/families.ConclusionsThis study clarified the type of education needed for nurses when dealing with aggression based on multiple viewpoints. Specifically, neutral-party interviews revealed that communication should be improved through self-awareness. A subsequent survey among nurses and nursing students showed that the identified educational contents were positively received.

scholarly journals An intervention to decrease burnout and increase retention of early career nurses: a mixed methods study of acceptability and feasibility

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Judy Brook ◽  
Leanne M. Aitken ◽  
Julie-Ann MacLaren ◽  
Debra Salmon
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Focus Groups ◽  
Academic Staff ◽  
Skills Training ◽  
Early Career ◽  
Mixed Methods Study ◽  
Healthcare Organisation ◽  
Structured Interviews ◽  
Over Time

Abstract Aims To understand the experiences of nursing students and academic staff of an intervention to decrease burnout and increase retention of early career nurses, in order to identify acceptability and feasibility in a single centre. Background Internationally, retention of nurses is a persistent challenge but there is a dearth of knowledge about the perspectives of stakeholders regarding the acceptability and feasibility of interventions to resolve the issue. This study reports an intervention comprising of mindfulness, psychological skills training and cognitive realignment to prepare participants for early careers as nurses. Methods This is an explanatory sequential mixed methods study, conducted by a UK university and healthcare organisation. Participants were final year pre-registration nursing students (n = 74) and academics (n = 7) involved in the implementation of the intervention. Pre and post measures of acceptability were taken using a questionnaire adapted from the Theoretical Framework of Acceptability. Wilcoxon Signed Ranks test was used to assess change in acceptability over time. Qualitative data from semi-structured interviews, focus groups and field notes were thematically analysed, adhering to COREQ guidelines. Data were collected February to December 2019. Results One hundred and five questionnaires, 12 interviews with students and 2 focus groups engaging 7 academic staff were completed. The intervention was perceived as generally acceptable with significant positive increases in acceptability scores over time. Student nurses perceived the intervention equipped them with skills and experience that offered enduring personal benefit. Challenges related to the practice environment and academic assessment pressures. Reported benefits align with known protective factors against burnout and leaving the profession. Conclusion Planning is needed to embed the intervention into curricula and maximise relationships with placement partners. Evaluating acceptability and feasibility offers new knowledge about the value of the intervention for increasing retention and decreasing burnout for early career nurses. Wider implementation is both feasible and recommended by participants.

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