scholarly journals Hubungan Belajar Online di Masa Pandemi Covid 19 dengan Tingkat Stress Mahasiswa S1 Keperawatan STIKes Baiturrahim Jambi

2021 ◽  
Vol 10 (1) ◽  
pp. 66
Author(s):  
Fadhil Ammar Adrian ◽  
Vevi Suryenti Putri ◽  
Martha Suri
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Statistical Tests ◽  
Light Stress ◽  
Sudden Change ◽  
Learning Activity ◽  
P Value ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Stress Levels

As a result of the global Covid-19 pandemic, all campuses are being led to conduct online or online lectures in order to break the chain of Covid-19 spread.Online learning is a type of teaching-learning activity with technology that is carried out remotely.  All elements ranging from lecturers, staff, and students must adapt to this condition. This sudden change can certainly cause stress to studentsmethodThis researchuses a quantitative research method with a cross-sectional. The population in this study were undergraduate nursing students at STIKes Baiturrahim Jambi. The researchwas conducted online by filling out questionnaires via google form. The data obtained were analyzed univariately and bivariately using the chi square test, the study was conducted on 23-24 June 2020. The results of 57 respondents as many as 25 (43.9%) learning online is not good and as many as 32 (56.1%) learning online is good. Online learning of the majority of undergraduate nursing students is good. Of the 57 respondents, 32 (56.1%) had light stress levels, 16 (28.1%) moderate stress levels and 9 (15.8%) severe stress levels. The results of statistical tests obtained p-value = 0,000..The conclusion is that there is a relationship between online learning and the stress level of S1 Nursing STIKES Baiturrahim Jambi students

Evaluation of Drug Dose Calculation Ability of Nursing Students: An Interventional Study

2020 ◽  
Author(s):  
Deependra Prasad Sarraf ◽  
Basant Kumar Karn ◽  
Erina Shrestha
Keyword(s):  
Nursing Students ◽  
Dose Calculation ◽  
Drug Dose ◽  
P Value ◽  
Interventional Study ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Mastery Level ◽  
Post Test ◽  
Calculation Ability

Abstract Background: Incorrect drug dose calculations by nursing students can cause drug errors and harm patients. Their ability to calculate the correct dosage of drugs consistently need to be evaluated regularly. The objective of the study was to evaluate the drug dose calculation ability of nursing students.Methods: A pre-post interventional study was conducted among 99 undergraduate nursing students studying in 2nd, 3rd and 4th year. Pre-test was conducted using a 20-item self-administered questionnaire on drug dose calculation test followed by a 30 minute lecture on the methods of drug dose calculation. Post-test was conducted using the same questionnaire after a washout period of six weeks. Mean score, standard deviation, frequency and percentage were calculated. Student t test, one way ANOVA and McNemar Test were used for statistical analysis using SPSS version 11.5 at P-value of 0.05.Results: Pre-test and post-test mean score were 10.59 ± 3.00 and 15.36 ± 2.46 respectively. There was 45.04% increase in mean score in the post-test after the intervention and it was statistically significant (P-value < 0.05). None of students scored more than 90% of mastery level in the pretest and 42 students (42.4%) scored more than 90% of mastery level in the post-test. The mean score was highest for third year students in both pre-test and post-test; however, it was statistically not significant (P-value > 0.05).Conclusions: Drug dose calculation ability of the students was poor in the pre-test and it significantly improved after the intervention. The study findings highlight the need for regular continuing mathematical and drug dose calculation practice among the students.

scholarly journals Implications of Stress and Study Habits on Academic Outcome of Undergraduate Nursing Students in Selected Universities in South-West, Nigeria

2020 ◽  
pp. 1-14
Author(s):  
Sinmileoluwa, Mustapha ◽  
Adenike Onibokun ◽  
Omolola Lydia Abiodun
Keyword(s):  
Nursing Students ◽  
Health Care Professionals ◽  
Emotional Reaction ◽  
Academic Program ◽  
P Value ◽  
Academic Outcome ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
High Level

Introduction: Stress is a physical and emotional reaction that individuals exhibit as a result of the threat from demanding circumstance(s). Excessive exposure to stress may result in mental and physical problems which may diminish a student's sense of worth and might affect his or her academic outcome. This high level of stress has been widely reported among undergraduate nursing students throughout their academic program. Aims: This study determined the implications of stress and study habit on the academic outcome of undergraduate nursing students. Study Design: A descriptive cross-sectional design was used for this study. Place and Duration of Study: Department of Nursing, Ladoke Akintola University of Technology, Osogbo Osun State and Babcock University, Ilishan-Remo Ogun State between April, 2018 and May, 2018. Methodology: A convenient sampling technique was used to select 156 participants from a target population of 762 undergraduate students (200 – 500 Level) in the selected institutions. Data were obtained using a self-developed questionnaire which consists of three sections that address the objectives of this study. Hypotheses were tested at 5% level of significance. Results: Findings from the study show that 20.1% of the respondents usually experience tiredness when they are about to study, 22% reported using stimulants to help them read for a longer period. Furthermore, 42.0% of the student engaged in personal studies and 41.4% used group discussions. 23.7% of the students claimed that proper preparation for tests and examinations improved their academic outcome. Overall, 57.7% of the respondents go through moderate level of stress while 9.6% go through high level stress.  The findings from the study show that there is no significant association between studying habits and academic outcome of the undergraduate nursing students (p. Value > 0.005). Conclusion: Nursing students (who are the future nurses), face considerable levels of physical, psychological and mental stress during the course of their training, which in turn affects their academic performance. There is also no significant association between studying habits and academic outcome of the undergraduate nursing students (p. Value > 0.005). It is therefore important to identify stressors among such students and equip them with and/or provide appropriate coping mechanisms that can help the students adjust to stressful situations, and in turn emerge as excellent health care professionals.

scholarly journals MEASUREMENT OF GENERAL CRITICAL THINKING IN UNDERGRADUATE NURSING STUDENTS: EXPERIMENTAL STUDY

2020 ◽  
Vol 29 ◽  
Author(s):  
Diana Paula de Souza Rego Pinto Carvalho ◽  
Allyne Fortes Vitor ◽  
Ana Luisa Petersen Cogo ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
Viviane Euzébia Pereira Santos ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Maps ◽  
Life Support ◽  
P Value ◽  
Double Blind Study ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Before And After

ABSTRACT Objective: to compare the levels of general critical thinking and the skills or cognitive attributes involved, individually measured during the training of undergraduate nursing students, through a teaching intervention using Concept Maps. Method: an experimental, randomized, double-blind study with before and after design, conducted with 77 undergraduate nursing students. The research subjects were randomized to the control (38) and experiment (39) groups and both participated in a course on Advanced Life Support in Cardiology for a period of five weeks, when the intervention was the construction of four concept maps. Data collection took place through a sociodemographic questionnaire and the California Critical Thinking Skills Test (CCTST) before and after the course and after in order to measure critical thinking. Results: sociodemographic data confirmed that the groups had similar characteristics. After the intervention using the concept maps, the mean pre-and post-test general critical thinking averages were classified as moderate and showed no statistically significant difference. The t-test for paired samples showed a significantly increased Evaluation skill score (p-value of 0.022) in the posttest for the experiment group. Conclusion: the use of the teaching strategy with construction of the concept maps performed well in the promotion of General Critical Thinking and its abilities. Teaching strategies based on constructivist theories should be encouraged as they play a significant role in improving student learning and critical thinking.

scholarly journals Multimedia-aided instruction in teaching basic life support to undergraduate nursing students

2019 ◽  
Vol 43 (3) ◽  
pp. 300-305
Author(s):  
Chuenjit Junsawang ◽  
Karnyupha Jittivadhna ◽  
Sutha Luealamai ◽  
Renu Pookboonmee
Keyword(s):  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
Health Science ◽  
Rank Test ◽  
P Value ◽  
Undergraduate Nursing Students ◽  
Professional Career ◽  
Learning Group ◽  
Undergraduate Nursing

Basic life support (BLS) knowledge is a necessity for nursing students, as they have to deal with cardiac arrest events during their professional career. Existing studies indicate poor BLS knowledge among health science students, including nursing students. Learning BLS requires an understanding of basic sciences, such as anatomy, physiology, and biochemistry, subjects perceived to be difficult, resulting in misconceptions. Hence, a multimedia-aided instruction on BLS, supplemented with cooperating learning groups, was developed to assist nursing students in gaining correct BLS knowledge. A pretest-posttest designed for single cooperating groups was employed to evaluate students’ achievements. Sixty-five undergraduate nursing students took the pretest and posttest that consisted of 10 open-ended questions, each designed to evaluate an aspect of their BLS knowledge. The results show significantly more students (60 vs. 20%) answered more questions correctly on the posttest compared with the pretest ( P value <0.05, Wilcoxon signed-rank test). Thus the multimedia-aided instruction package enhanced undergraduate nursing students’ understanding of BLS and also assisted to generate a positive perception of multimedia-aided instructions, supplemented with a cooperating learning group.

scholarly journals Effects of Dementia Simulation on Nursing Student's Knowledge and Empathy

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 2-2
Author(s):  
Michelle Kimzey ◽  
Jodi Patterson
Keyword(s):  
Nursing Students ◽  
Focus Group ◽  
Perspective Taking ◽  
Learning Activity ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
People With Dementia ◽  
Quantitative Results ◽  
Dementia Education

Abstract The numbers of people living with dementia are overwhelming. Dementia education is important to prepare nursing students to care for this population. Care for people with dementia requires a better understanding of the reality of dementia. Dementia education must empower nursing students to appreciate, provide care, and support the needs of the caregiver and people with dementia. The purpose of this study was (1) to determine the effects of the dementia simulation on nursing students’ knowledge of dementia and empathy for people living with dementia, (2) to explore the level of empathic concern, shared affect, perspective-taking self and perspective-taking other of undergraduate nursing students towards individuals with dementia. A convergent mixed method design was used with pretest and posttest serving as the quantitative arm of the study. A focus group discussion with themes extracted served as the qualitative piece of the study. The convenience sample of 65 undergraduate nursing students. Students completed pre and post-test surveys which included Dementia Knowledge Assessment Tool Version 2, Comprehensive State Empathy Scale, and demographic questionnaire. Content analysis was conducted on focus group responses to qualitative interview questions. Quantitative results reported a significant increase in empathy. Qualitative findings supported the quantitative results. Results revealed the dementia simulation positively impacted students’ empathy for people with dementia. This learning activity was innovative and created excitement and intrigue about caring for people with dementia. The dementia simulation experience created an awareness of dementia and ignited nursing students’ passion to care for this population.

scholarly journals Clinical judgment performance of undergraduate Nursing students

2021 ◽  
Vol 29 ◽  
Author(s):  
Vanessa Brito do Canto ◽  
Tatianne Gonçalves da Silva ◽  
Gutembergue Aragão dos Santos ◽  
Emilia Campos de Carvalho ◽  
Sheila Coelho Ramalho Vasconcelos Morais ◽  
...  
Keyword(s):  
Nursing Students ◽  
Clinical Judgment ◽  
Information Seeking ◽  
Cross Sectional Study ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Making Sense

Objective: to evaluate the reported performance regarding clinical judgment by undergraduate Nursing students. Method: a cross-sectional study with the application of the Lasater Clinical Judgment Rubric-Brazilian Version in 166 undergraduate Nursing students from a Brazilian public university. The data were analyzed descriptively and analytically (by comparing the level of clinical judgment among students from the initial, intermediate, and concluding groups). The following tests were applied: Chi-square, Fisher’s Exact and Kruskal-Wallis, and a p-value of 0.05 was adopted. The reliability of the global instrument (Cronbach’s alpha) was 0.786. Results: of the 166 students, 65.7% evaluated themselves as proficient in relation to the reported performance on clinical judgment. Of the rubric’s 11 dimensions (focused observation, recognizing deviations from expected patterns, information seeking, prioritizing data, making sense of data, calm and confident manner, clear communication, well-planned intervention/flexibility, being skillful, evaluation/self-analysis, and commitment to improvement), only four groups did not present significant differences among them (p<0.05): focused observation, information seeking, prioritizing data, and calm and confident manner. Conclusion: the performance on clinical judgment reported as proficient was pointed out by 65.7% of the students and a significant statistical difference was verified in seven dimensions, among beginners, intermediate, and concluding students, compatible with the evolution of learning.

scholarly journals Stress level of nursing students due to online learning during the covid-19 pandemic

2021 ◽  
Vol 4 (4) ◽  
pp. 285
Author(s):  
Sintiya Halisya Pebriani ◽  
Abdul Syafei ◽  
Mardiah Mardiah
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Statistical Tests ◽  
Sampling Technique ◽  
Total Sample ◽  
Chi Square ◽  
Cross Sectional ◽  
Stress Levels ◽  
Learning Constraints ◽  
Almost All

Changes in learning methods to online learning due to the Covid-19 pandemic have an impact on the psychology of students. Constraints related to the implementation of online learning cause students to experience stress. This study aims to investigate the effect of online learning on stress levels in nursing students at STIK Siti Khadijah Palembang. The research was descriptive correlation design with cross-sectional approach, the total sample was 230 students with total sampling technique. Data were collected through online-based questionnaires (google form), namely the online learning constraints questionnaire and the Perceived Stress Scale (PSS-10). Data analysis using the chi-square test. The results showed that most of the students (50.9%) experienced enough problems in online learning and almost all students (90.9%) experienced moderate stress, statistical tests showed that there was an effect (p = 0.007) of online learning with stress levels on nursing students. The obstacles that students feel during online learning such as starting to feel bored, weak internet network, limited internet quota, difficulty concentrating and understanding the material, many lecture assignments, lack of understanding of electronic media are stress triggers for students, so it can be concluded that there is an effect of learning online during the Covid-19 pandemic with stress levels in nursing students.

scholarly journals Simulação realística e seus atributos para a formação do enfermeiro

2019 ◽  
Vol 13 (5) ◽  
pp. 1420
Author(s):  
Naiana Pacifico Alves ◽  
Thais Guerra Gomes ◽  
Márcia Maria Coelho Oliveira Lopes ◽  
Fabiane Do Amaral Gubert ◽  
Maria Alzete De Lima ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Training ◽  
Statistical Tests ◽  
Fourth Graders ◽  
Low Complexity ◽  
Undergraduate Nursing Students ◽  
Realistic Simulation ◽  
Undergraduate Nursing ◽  
Significant Difference

RESUMOObjetivo: comparar as percepções entre os alunos do curso de graduação em Enfermagem acerca das competências adquiridas a partir da simulação realística de baixa complexidade. Método: trata-se de um estudo quantitativo, transversal e analítico com 55 estudantes. Aplicou-se uma simulação realística e, em seguida, os participantes responderam a um questionário. Utilizaram-se testes estatísticos para a análise e os dados foram apresentados em tabelas. Resultados: identificou-se a diferença estatisticamente significativa sobre a percepção da aplicação da Sistematização da Assistência de Enfermagem (SAE) (p=0,039). Constatou-se que os alunos do quarto período tiveram uma maior percepção de que a simulação realística desenvolve as habilidades e conhecimentos necessários para a execução de procedimentos (p<0,001). Verificou-se, quanto ao domínio do conteúdo da atividade, que o quarto período se sentiu mais confiante, quando comparado aos alunos do nono período (p<0,001). Conclusão: observa-se que a simulação de baixa complexidade adequada aos diferentes semestres de Enfermagem contribui para a formação profissional, auxilia na aplicação do raciocínio lógico e ajuda a desenvolver o trabalho em equipe. Descritores: Enfermagem; Educação em Enfermagem; Simulação; Treinamento por Simulação; Capacitação Profissional; Tecnologia.ABSTRACT Objective: to compare the perceptions among the undergraduate nursing students about the skills acquired from the realistic simulation of low complexity. Method: this is a quantitative, transversal and analytical study with 55 students. A realistic simulation was applied and then the participants answered a questionnaire. Statistical tests were used for the analysis and data were presented in tables. Results: we identified the statistically significant difference on the perception of Nursing Care Systematization (NCS) (p = 0.039). It was found that fourth-graders had a greater perception that realistic simulation develops the skills and knowledge required to perform procedures (p <0.001). It was verified that the fourth period felt more confident when compared to the ninth period (p <0.001). Conclusion: it is observed that the simulation of low complexity appropriate to the different Nursing semesters contributes to the professional formation, helps in the application of logical reasoning and helps to develop teamwork. Descriptors: Nursing; Nursing Education; Simulation; Training by Simulation; Professional Training; Technology.RESUMEN Objetivo: comparar las percepciones entre los alumnos del curso de graduación en Enfermería acerca de las competencias adquiridas a partir de la simulación realista de baja complejidad. Método: se trata de un estudio cuantitativo, transversal y analítico con 55 estudiantes. Se aplicó una simulación realista y, a continuación, los participantes respondieron a un cuestionario. Se utilizaron pruebas estadísticas para el análisis y los datos se presentaron en tablas. Resultados: se identificó la diferencia estadísticamente significativa sobre la percepción de la aplicación de la Sistematización de la Asistencia de Enfermería (SAE) (p = 0,039). Se constató que los alumnos del cuarto período tuvieron una mayor percepción de que la simulación realista desarrolla las habilidades y conocimientos necesarios para la ejecución de procedimientos (p <0,001). Se verificó, en cuanto al dominio del contenido de la actividad, que el cuarto período se sintió más confiado, cuando comparado a los alumnos del noveno período (p <0,001). Conclusión: se observa que la simulación de baja complejidad adecuada a los diferentes semestres de Enfermería contribuye a la formación profesional, auxilia en la aplicación del raciocinio lógico y ayuda a desarrollar el trabajo en equipo. Descriptores: Enfermería; Educación en Enfermería; La Simulación; Entrenamiento por Simulación; Capacitación Profesional; Tecnología.

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