scholarly journals Resilience, Stress and Well-Being in Undergraduate Nursing Students in China and the UK

2021 ◽  
Vol 12 (1) ◽  
pp. 11-20
Author(s):  
Felicity Hasson ◽  
Zhuang-Shuang Li ◽  
Paul Slater ◽  
Xiu-Jun Guo
Keyword(s):  
Nursing Students ◽  
Well Being ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The Uk

Exploring Undergraduate Nursing Students’ Experiences of Engaging With a Dialectical Behavior Therapy-Skills Group Intervention: Findings of a Thematic Analysis

2020 ◽  
pp. 084456211989648 ◽  
Author(s):  
Heather Beanlands ◽  
Elizabeth McCay ◽  
Angel Wang ◽  
Andria Aiello ◽  
Jasna Schwind ◽  
...  
Keyword(s):  
Nursing Students ◽  
Behavior Therapy ◽  
Dialectical Behavior Therapy ◽  
Thematic Analysis ◽  
Self Care ◽  
Well Being ◽  
Negative Consequences ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Skills Group

Study Background Nursing students often have high levels of stress leading to negative consequences for academic performance and overall well-being. Novel strategies are needed to help students manage stress. Purpose To explore students’ experiences with an evidence-based intervention—Dialectical Behavior Therapy-Skills Group (DBT-SG). Methods We conducted a mixed-methods study to pilot test a DBT-SG intervention, modified for use with undergraduate nursing students. Qualitative data collected as part of this study included focus groups and written responses on a study questionnaire. Thematic analysis of these data was undertaken to explore how students experienced the intervention. The results of this analysis are reported here. Results Five themes were uncovered: experiencing stress and de-stressing, feeling accepted and validated, acquiring skills, shifting perspectives, and enhanced well-being. Conclusions Our findings suggest that by engaging with DBT-SG, nursing students felt accepted and validated, acquired a variety of skills to cope with stress, as well as developed new perspectives, such as the value of practicing self-care, which contributed to enhanced well-being. Future research could build on these results by further exploring how to best create accepting and validating learning environments where students are encouraged to develop interpersonal relationship skills and enact self-care to further support their well-being and professional development.

scholarly journals Psychometric Analysis of Undergraduate Nursing Students using Depression, Anxiety and Stress Scale:A Cross-sectional Study

2021 ◽  
Author(s):  
Sunil Chouhan ◽  
Akriti Gupta ◽  
Ruchi Singh ◽  
Anzar B Alvi
Keyword(s):  
Nursing Students ◽  
Professional Training ◽  
Well Being ◽  
Cross Sectional Study ◽  
Depression And Anxiety ◽  
Sectional Study ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Gandhi Medical College

Introduction: Students at nursing colleges encounter not only issues associated to individual life, but also learning difficulties. The rigor in professional training may predispose them to depression, anxiety and stress. Aim: To investigate the prevalence and psychometric condition such as depression, anxiety, and stress symptoms in undergraduate nursing students. Materials and Methods: This was a cross-sectional study on 387 female nursing students, aged between 18-27 years (21.16±1.52) from AIIMS, Bhopal and Gandhi Medical College, Bhopal, Madhya Pradesh, India. They were analysed using Depression, Anxiety and Stress Scale-42 (DASS-42). This self-administered anonymous questionnaire was distributed through ‘WhatsApp’ web and e-mail, in the form of “Google form” to all the enrolled students. The Microsoft Office Excel 2010 and Statistical Package for The Social Sciences (SPSS) software was used to analysed the data using percentages. Results: The questionnaire was filled by 223 out of 387 students. The response rate was 57.62 percent. The mean age of the respondents were 21.16 years (±1.52 years). The prevalence of depression, anxiety and stress prevalence were 36.7%, 49.33% and 34.98%, respectively. In the depression and anxiety traits, majority of students were in moderate stage (14.35%, 21.08%), while in stress, majority (17.04%) of students were in mild stage. Spearman correlation found a significant moderate positive relationship between depression and anxiety (r=0.592, p<0.001), depression and stress (r=0.578, p<0.001), anxiety and stress (r=0.652, p<0.001). Conclusion: Among the undergraduate nursing students, depression, anxiety and stress was found to be remarkable. Hence, it is necessary to enhance mental well-being among nursing students. The results allow for anxiety control screening measures and expanded rehabilitation and treatment to be initiated for the students.

scholarly journals The effectiveness of a health promotion intervention on the meaning of life, positive beliefs, and well-being among undergraduate nursing students

Medicine ◽  
2020 ◽  
Vol 99 (10) ◽  
pp. e19470 ◽  
Author(s):  
Fu-Ju Tsai ◽  
Yih-Jin Hu ◽  
Gwo-Liang Yeh ◽  
Cheng-Yu Chen ◽  
Chie-Chien Tseng ◽  
...  
Keyword(s):  
Health Promotion ◽  
Nursing Students ◽  
Meaning Of Life ◽  
Well Being ◽  
Health Promotion Intervention ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Undergraduate nursing students’ ability to empathize: A qualitative study

2016 ◽  
Vol 25 (6) ◽  
pp. 786-795 ◽  
Author(s):  
Anne Kari Tolo Heggestad ◽  
Per Nortvedt ◽  
Bjørg Christiansen ◽  
Anne-Sophie Konow-Lund
Keyword(s):  
Nursing Home ◽  
Nursing Students ◽  
Qualitative Interviews ◽  
Well Being ◽  
Cognitive Empathy ◽  
Affective Empathy ◽  
Science Data ◽  
Undergraduate Nursing Students ◽  
Data Services ◽  
Undergraduate Nursing

Background: Empathy is of great importance in nursing, as it helps us to see and meet the needs of patients and hence to care for patients in an appropriate way. Therefore, it is of great importance that nursing students and nurses develop their ability to empathize. Objective: The study aimed at gaining knowledge on what characterizes undergraduate nursing students’ ability to empathize with patients during their first practice in a nursing home. In addition, the aim of the study was to investigate what nursing students think is important with regard to upholding their ability to empathize with patients in a professional way. Research design: This research has a phenomenological and hermeneutic design, based on qualitative interviews. Participants and research context: A total of 11 undergraduate nursing students participated in interviews during or right after their first practice in a nursing home. Ethical considerations: Norwegian Social Science Data Services approved the study. Participants were informed that their participation was voluntary. The participants were also assured confidentiality, and they were informed that they could withdraw from the study at any time, without providing any reasons. Findings: What the findings show is that affective empathy is strong among undergraduate nursing students in their first practice. They think the emotions are important to be able to empathize, and they are afraid of becoming indifferent. At the same time, they are afraid that the feelings will hinder them from acting in a professional manner. Discussion: The findings are discussed in light of previous theories on empathy, and especially perspectives on empathy, emotions, and morality. Conclusion: Affective empathy seems to be strong among nursing students, and this may be of great importance to be sensitive to patients’ well-being. However, affective and cognitive empathy should be balanced if nurses will have to meet patients in a professional way.

scholarly journals Mindfulness as a Well-being Initiative for Future Nurses: A Survey With Undergraduate Nursing Students

2021 ◽  
Author(s):  
Clare McVeigh ◽  
Joanne Reid ◽  
Claire Carswell ◽  
Lindsay Ace ◽  
Ian Walsh ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Thematic Analysis ◽  
Well Being ◽  
Mindfulness Practice ◽  
Free Text ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Future Clinical Practice

Abstract Objectives Mindfulness can potentially positively impact well-being and resilience in undergraduate nursing students. The psychological well-being of such students undertaking clinical training is paramount to ensure optimal learning, and to equip them with skills to manage their wellbeing in future clinical practice. The aim of our study was to explore the views of undergraduate nursing students in relation to understanding and engaging with mindfulness, and how mindfulness could best be delivered within their university programme.Methods An online survey was administered via a cloud-based student response system to a convenience sample of first year undergraduate nursing students completing a Bachelor of Science (BSc) Honours (Hons) degree in nursing at a University in the United Kingdom. Data were analysed using descriptive statistics and thematic analysis. Results The survey achieved a response rate of 78% (n=208). Seventy-nine percent of participants had heard of mindfulness and were interested in taking part in a mindfulness programme. Respondents reported that the ideal delivery of the programme would consist of weekly 45-minute, in person group sessions, over a 6-week period. Respondents also indicated that a mobile application could potentially facilitate participation in the programme. Thematic analysis of open-ended comments, and free text, within the survey indicated 4 overarching themes: 1) Perceptions of what mindfulness is; 2) Previous mindfulness practice experiences; 3) Impact of mindfulness in nursing; 4) The need for a future well-being initiative for undergraduate nursing students. Conclusions Undergraduate nursing students perceived that a mindfulness programme has the potential to enhance well-being and future clinical practice. This student cohort are familiar with mindfulness and want more integrated within their undergraduate curriculum. Further research is required to examine the effectiveness of a tailored mindfulness intervention for this population that incorporates the use of both face-to-face and mobile delivery.

A Blueprint for Becoming a Successful Clinical Nursing Professor, Promoting Health and Wellness in the Clinical Environment to Produce Emerging Nurse Leaders

2021 ◽  
Vol 27 (2) ◽  
pp. 106-111
Author(s):  
Diane R. Logan
Keyword(s):  
Nursing Students ◽  
Time Management ◽  
Clinical Skills ◽  
Well Being ◽  
Nurse Leaders ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Healthy Behaviors ◽  
Undergraduate Nursing ◽  
Didactic Knowledge

Clinical professors are a particularly important determinant of student success in becoming a proficient nurse. The clinical professor is responsible for helping students apply didactic knowledge to clinical skills. This article discusses strategies clinical professors can use to maximize undergraduate nursing students' skills and competencies and to raise awareness of healthy behaviors affecting patient care. Applying effective and fun strategies can help students decrease anxiety, apply critical thinking, develop autonomy, and learn time management. These applied strategies help students develop delegation skills required to be professional, competent nurses, while promoting health and well-being.

scholarly journals Evaluation of ‘Dementia Friends’ programme for undergraduate nursing students: Innovative practice

Dementia ◽  
2016 ◽  
Vol 16 (8) ◽  
pp. 1075-1080 ◽  
Author(s):  
Gary Mitchell ◽  
Jessie McGreevy ◽  
Susan Carlisle ◽  
Pamela Frazer ◽  
Marian Traynor ◽  
...  
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
First Year ◽  
Undergraduate Nursing Students ◽  
Entire Cohort ◽  
Undergraduate Nursing ◽  
People With Dementia ◽  
Good Improvement ◽  
The Uk ◽  
Community Programme

The ‘dementia friends’ programme was launched by the Alzheimer’s Society in the UK two years ago with the purpose of educating members of the public about the things they can do which can enhance the lives of people living with dementia. The aim of this project was to deliver a two-hour ‘Dementia Friendly Community Workshop’ written by the Alzheimer’s Society, to an entire cohort of first-year undergraduate nursing students in one Higher Education Institutions in Northern Ireland. Following delivery of the programme, students were asked to complete a short questionnaire on their knowledge and confidence in relation to dementia care before and after the Dementia Friendly Community programme. A total of 322 undergraduate first-year nursing students took part in the Dementia Friendly Community programme. Of these, 304 returned questionnaires; 31.25% of students stated their perceived improvement in dementia knowledge was ‘good’ while 49.01% stated their perceived improvement in dementia knowledge was ‘very good’ and 13.49% stated their perceived improvement in dementia knowledge was ‘excellent’. In relation to confidence in engaging with people with dementia, 31.91% stated ‘good’ improvement, 40.79% stated ‘very good’ improvement and 11.84% stated ‘excellent’ improvement. The Dementia Friendly Community programme was positively reviewed by the undergraduate students as it enhanced knowledge and confidence in relation to care of someone living with dementia.

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