Impact of educational intervention and reinforcement on adverse drug reporting by nursing students: A prospective follow up study

2020 ◽  
Vol 1 (1) ◽  
pp. 36
Author(s):  
Manisha Bisht ◽  
Puneet Dhamija ◽  
Bhomik Goel ◽  
Vasantha Kalyani ◽  
ShailendraS Handu
Keyword(s):  
Nursing Students ◽  
Educational Intervention ◽  
Follow Up Study

Student nurses’ unethical behavior, social media, and year of birth

2016 ◽  
Vol 23 (8) ◽  
pp. 910-918 ◽  
Author(s):  
Gloria Copeland Smith ◽  
Troy Keith Knudson
Keyword(s):  
Social Media ◽  
Nursing Students ◽  
Unethical Behavior ◽  
Ethics Education ◽  
Student Nurses ◽  
Clinical Cohort ◽  
Follow Up Study ◽  
Significant Difference ◽  
Use Of Social Media

Background: This study is the result of findings from a previous dissertation conducted by this author on Student Nurses’ Unethical Behavior, Boundaries, and Social Media. The use of social media can be detrimental to the nurse–patient relationship if used in an unethical manner. Method: A mixed method, using a quantitative approach based on research questions that explored differences in student nurses’ unethical behavior by age (millennial vs nonmillennial) and clinical cohort, the relationship of unethical behavior to the utilization of social media, and analysis on year of birth and unethical behavior. A qualitative approach was used based on a guided faculty interview and common themes of student nurses’ unethical behavior. Participants and Research Context: In total, 55 Associate Degree nursing students participated in the study; the research was conducted at Central Texas College. There were eight faculty-guided interviews. Ethical considerations: The main research instrument was an anonymous survey. All participants were assured of their right to an informed consent. All participants were informed of the right to withdraw from the study at any time. Findings: Findings indicate a significant correlation between student nurses’ unethical behavior and use of social media (p = 0.036) and a significant difference between student unethical conduct by generation (millennials vs nonmillennials (p = 0.033)) and by clinical cohort (p = 0.045). Further findings from the follow-up study on year of birth and student unethical behavior reveal a correlation coefficient of 0.384 with a significance level of 0.003. Discussion: Surprisingly, the study found that second-semester students had less unethical behavior than first-, third-, and fourth-semester students. The follow-up study found that this is because second-semester students were the oldest cohort. Conclusion: Implications for positive social change for nursing students include improved ethics education that may motivate ethical conduct throughout students’ careers nationally and globally for better understanding and promotion of ethics and behavior.

Helping Motives in Late Modern Society: values and attitudes among nursing students

2004 ◽  
Vol 11 (3) ◽  
pp. 227-239 ◽  
Author(s):  
May-Karin Rognstad ◽  
Per Nortvedt ◽  
Olaf Aasland
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Positive Feedback ◽  
Survey Design ◽  
Modern Society ◽  
Educational Programme ◽  
Follow Up Study ◽  
Human Contact ◽  
Patient Factor

This article reports a follow-up study of Norwegian nursing students entitled ‘The helping motive -an important goal for choosing nursing education’. It presents and discusses a significant ambiguity within the altruistic helping motive of 301 nursing students in the light of classical and modern virtue ethics. A quantitative longitudinal survey design was used to study socialization and building professional identity. The follow-up study began after respondents had completed more than two-and-a-half years of the three-year educational programme. Data were collected using a questionnaire with closed questions, supplemented by 18 semi-structured, in-depth, audiotaped interviews. A motive such as ‘desire for human contact/to help others’ appeared to be highly significant. The research questions employed were: What motivates nursing students at the end of their studies to help other people? What does helping others mean for nursing students? Factor analysis revealed two factors. Factor 1 can be expressed as an altruism factor and factor 2 can be interpreted as an ‘acknowledgement-from-the-patient factor’ that in fact indicates an ambiguity within the helping motive itself. Findings from the interviews also reveal ambiguous helping motives. On one hand the students want to be altruistic and on the other they wish to receive positive feedback from patients when giving help. The findings indicate that this positive feedback is essential to the students in order for them to provide altruistic care.

scholarly journals Out-of-hospital emergency care providers’ work and clinical skills in Finland: A follow-up study

2017 ◽  
Vol 6 (1) ◽  
pp. 51
Author(s):  
Riitta Mikkola ◽  
Mari Salminen-Tuomaala ◽  
Eija Paavilainen ◽  
Päivi Leikkola
Keyword(s):  
Educational Intervention ◽  
Emergency Care ◽  
Clinical Competence ◽  
Clinical Skills ◽  
Further Education ◽  
Care Providers ◽  
Hospital Emergency ◽  
Hospital District ◽  
Follow Up Study

Objective: This follow-up study is part of a larger study on emergency medical services. Its purpose was to describe emergency care providers’ perceptions of their work, its challenges and their clinical competence. The study aimed at producing knowledge of the perceived influence of an educational intervention, to be used in developing emergency care providers’ further and updating education.Methods: Data were collected from staff working in out-of-hospital emergency care of a hospital district in Finland using a questionnaire developed for this purpose. The results were analyzed statistically using SPSS for Windows 24.Results: Over 90% of the respondents found that their work was interesting and provided sufficient challenges. The majority were also interested in continuous professional development. After the educational intervention, respondents found the work somewhat more challenging and slightly more strenuous both physically and mentally compared to the first survey. Respondents more commonly reported that new capacities were required at work and they rated their practical skills lower than in the first survey. However, work in a multiprofessional environment was found less challenging. Over 70% of the respondents planned to have further education in the near future. They rated their clinical skills as good, but slightly lower compared to the first survey.Conclusions: The results regarding work, its challenges and self-rated clinical competence remained the same or were somewhat poorer after the educational intervention. The results help improve the education to meet the needs of emergency staff.

scholarly journals Analysis of Anxiety Levels of Nursing Students Because of e-Learning during the COVID-19 Pandemic

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 252
Author(s):  
Jessica García-González ◽  
Wei Ruqiong ◽  
Raquel Alarcon-Rodriguez ◽  
Mar Requena-Mullor ◽  
Can Ding ◽  
...  
Keyword(s):  
Nursing Students ◽  
Trait Anxiety ◽  
Traditional Education ◽  
Longitudinal Component ◽  
State Trait Anxiety Inventory ◽  
Follow Up Study ◽  
E Learning ◽  
Anxiety Levels ◽  
The University

The continued expand of the coronavirus disease 19 (COVID-19) pandemic, confinement measures and an urgent change in the education of nursing students from traditional education to distance learning throughout the country affect the mental health of university students. This study analyzed state-trait anxiety levels of nursing students because of e-Learning during two periods of the COVID-19 confinement. A mixed follow-up study was used, which evaluates the same cohort cross-sectionally but with a longitudinal component. A sample of 460 nursing students of the Nursing Degree at the University of Lorca (Murcia) and University of Almería (Spain) completed an online anxiety level questionnaire using the Spielberger State-Trait Anxiety Inventory (STAI) during the first and fourth weeks of the COVID-19 confinement. Total anxiety levels increased in the fourth week, as compared to the first week (first week: 50.4 ± 20.8 and fourth week: 59.9 ± 10.6 (p < 0.001)). The linear regression model showed that the significant predictors for STAI anxiety in nursing students were being in the last year of the degree program, being female, and spending confinement in a house without a garden. In general, most nursing students were emotionally affected by high levels of anxiety of state-trait during the COVID-19 outbreak.

scholarly journals Effect of a school-based educational intervention on HPV and HPV vaccine knowledge and willingness to be vaccinated among Chinese adolescents : a multi-center intervention follow-up study

Vaccine ◽  
2020 ◽  
Vol 38 (20) ◽  
pp. 3665-3670 ◽  
Author(s):  
Xi Zhang ◽  
Chun-rong Liu ◽  
Zeng-zhen Wang ◽  
Ze-fang Ren ◽  
Xiang-xian Feng ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Hpv Vaccine ◽  
Chinese Adolescents ◽  
Follow Up Study ◽  
School Based

scholarly journals Variables related to self-leadership of Korean nursing students: A systematic review and meta-analysis

2020 ◽  
Vol 26 (3) ◽  
pp. 213-224
Author(s):  
Myung Hee Cho ◽  
In Ja Jung ◽  
Mi Kyung Park
Keyword(s):  
Nursing Students ◽  
Effect Size ◽  
Meta Analysis ◽  
Individual Characteristics ◽  
Medium Effect ◽  
Follow Up Study ◽  
Medium Effect Size ◽  
Professional Self ◽  
Highly Correlated

Purpose: This study considers the variables related to self-leadership of Korean nursing students and verifies the results of precedent studies through meta-analysis.Methods: This study selected a total of 48 precedent studies regarding the investigation of the correlation between variables related to self-leadership of nursing students conducted between 2009 and 2019 and carried out a meta-analysis.Results: For the effect size of variables related to self-leadership of nursing students, individual characteristics had a medium effect size (ESr=.49) and the effect size was larger for meta-cognition (ESr=.65), emotional intelligence (ESr=.58), and self-efficacy (ESr=.54). The characteristics of nursing competency (ESr=.45) also had a medium effect size and the effect size was larger for professional self-concept (ESr=.60), social support (ESr=.58), and critical thinking (ESr=.56). This result shows that individual characteristics were highly correlated with self-leadership compared to the characteristics of nursing competency.Conclusion: This study is significant in that it verified the effect of variables related to self-leadership and presented the direction and preliminary data for a follow-up study. It is necessary to include variables considering individual characteristics in the development of an educational program for improving self-leadership in the future.

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