scholarly journals Bridging the gap between professional development and mentoring in nursing

2019 ◽  
Author(s):  
Asheley Johnson, BSN, RN ◽  
Mona Martin, BSN, RN ◽  
DeMonica L. Junious RN, PhD.
Keyword(s):  
Professional Development ◽  
Nursing Students ◽  
Career Development ◽  
Skill Acquisition ◽  
Professional Growth ◽  
Critical Role ◽  
Care Providers ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Healthy Work Environments

Problem: Professional development and mentoring future nurse leaders are essential to succession planning in healthcare. Healthy work environments recognize the importance of nurses’ professional development, career satisfaction, and the need for nurses to continue to grow in practice while providing quality patient care (Price & Reichert, 2017). Mentoring plays a critical role in establishing the foundation for success and ongoing career development. In addition, patients also benefit from mentoring because nurses obtain the knowledge, skills and experience that will yield to effective nursing care providers. Aim: The purpose of this project is to provide a resource and educate undergraduate nursing students on how to advance and transition professionally in nursing, by utilizing The Dreyfus Model of Skill Acquisition (DMSA).  The DMSA model has frequently been applied to other disciplines such as administration, education, and research (Pena, 2010).  The theory focuses on assessing nursing needs at different professional growth levels through various stages of the DMSA model (Nursing Theory, 2018). Mentorship and professional development tools will empower undergraduate nursing students to increase confidence levels, and also facilitate the proper skills to function as a prudent nurse. Methodology: An educational session was planned for the Carbaret College of Nursing in Haiti. A self-assessment was to be administered at the beginning of the session to evaluate knowledge of professional development. The course facilitators were to provide a thorough overview of professional development, mentorship, and career development pathways. The facilitators were to elicit responses for audience participation to inquire about interest and professional development goals.  Evaluation: Concluding the presentation, the project participants were to be given an opportunity to ask questions and complete a post assessment survey. Students would be encouraged to seek mentoring opportunities as they progress in their professional careers and given tools for future resources.

Utilization and professionalism toward social media among undergraduate nursing students

2020 ◽  
pp. 096973302095210
Author(s):  
Xinhong Zhu ◽  
Hui Hu ◽  
Zhenfang Xiong ◽  
Taoyun Zheng ◽  
Lin Li ◽  
...  
Keyword(s):  
Social Media ◽  
Nursing Students ◽  
Health Care Providers ◽  
Care Providers ◽  
Self Directed Learning ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Positive Attitudes ◽  
Directed Learning ◽  
And Gender

Background: Social media has become an integrated part of nursing profession, requiring nursing students to develop confidentiality and professional fitness to practice. The aim of this study was to investigate nursing students’ usage, professionalism and attitudes toward social media. Methods: A cross-section study was conducted online among undergraduate nursing students (n = 654). Questionnaires of self-directed learning, self-efficacy and usage and views toward social media were administered. Ethical considerations: Ethical approval was obtained from the Hubei University of Chinese Medicine. Results: All participants were social media users. QQ (93.2%) was the most frequently used. 74.5% respondents spent 2–6 h on social media daily. The majority held positive attitudes toward social media. Year group and gender had influence on perceptions and attitudes toward social media. Furthermore, 81.5% students believed that social media positively influenced self-directed learning. Self-directed learning and learning motivation acted as predictors of the attitudes toward social media. Meanwhile, 67.3% students had posted personal photos and videos online, and 82.4% of them did not have privacy setting on social media. In addition,13.8% students attacked others or posted improper photos online. 22.9% participants witnessed improper posts from schoolmates or teachers, such as complaints about schoolmates or teachers (22.2%), foul language (11.1%), violence (3.9%), sexually suggestive photos (2.6%) and patient confidentiality (0.7%). In all, 15.0% respondents accepted “friend request” from patients. A total of 58.2% students were not aware of professional standards of behavior online for health care providers. In addition, 52.3% participants insisted that it is essential to develop social media and professionalism course for nursing students. Conclusion: Nursing students use social media extensively. Some students are at risk of carrying out unprofessional behavior which have detrimental effects on students’ future opportunities. This suggests that best practices and training in nurse education should be implemented to help students to be informed of professionalism.

It’s Complicated: Improving Undergraduate Nursing Students’ Understanding Family and Care of LGBTQ Older Adults

2019 ◽  
Vol 25 (4) ◽  
pp. 506-532 ◽  
Author(s):  
Nadine Henriquez ◽  
Kathryn Hyndman ◽  
Kathryn Chachula
Keyword(s):  
Older Adults ◽  
Health Care ◽  
Nursing Students ◽  
Health Care Providers ◽  
Social Issues ◽  
Care Providers ◽  
Undergraduate Nursing Students ◽  
Case Study Methodology ◽  
Undergraduate Nursing

Research has identified the need for improved cultural competence of health care providers regarding the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community’s needs. This article articulates the teaching approach and methodology of an unfolding LGBTQ family case study for undergraduate nursing students. This method provided a forum for exploration of personal biases and gender-affirming techniques, and addressed the challenges of aging for a transgender woman and family within the context of societal stigma and discrimination. Students gained knowledge concerning shifts in family structures and understanding of the nurses’ role encouraging inclusiveness and equitable access in health care settings, advocating for vulnerable populations, and addressing specific health concerns for transgender older adults. Student responses demonstrated increased knowledge of family diversity, and critical thought regarding the intersectionality of discrimination and aging. The findings revealed the case study methodology facilitated student understanding of the unique health and social issues for LGBTQ older adults within a family context.

scholarly journals Undergraduate nursing students’ COVID-19 vaccine intentions: A national survey

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261669
Author(s):  
Holly B. Fontenot ◽  
Deborah B. Mattheus ◽  
Eunjung Lim ◽  
Alexandra Michel ◽  
Nicole Ryan ◽  
...  
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Health Care Providers ◽  
Perceived Risk ◽  
The United States ◽  
Care Providers ◽  
Undergraduate Nursing Students ◽  
Perceived Safety ◽  
Undergraduate Nursing ◽  
Secondary Intention

Introduction In December 2020, the first two COVID-19 vaccines were approved in the United States (U.S.) and recommended for distribution to front-line personnel, including nurses. Nursing students are being prepared to fill critical gaps in the health care workforce and have played important supportive roles during the current pandemic. Research has focused on vaccine intentions of current health care providers and less is known about students’ intentions to vaccinate for COVID-19. Methods A national sample of undergraduate nursing students were recruited across five nursing schools in five U.S. regions in December 2020. The survey measured perceived risk/threat of COVID-19, COVID-19 vaccine attitudes, perceived safety and efficacy of COVID-19 vaccines, sources for vaccine information and level of intention to become vaccinated [primary, secondary (i.e., delayed), or no intention to vaccinate]. Results The final sample consisted of 772 students. The majority (83.6%) had intentions to be vaccinated, however of those 31.1% indicated secondary intention, a delay in intention or increased hesitancy). The strongest predictors of primary intention were positive attitudes (OR = 6.86; CI = 4.39–10.72), having lower safety concerns (OR = 0.26; CI = 0.18–0.36), and consulting social media as a source of information (OR = 1.56; CI = 1.23–1.97). Asian (OR = 0.47; CI = 0.23–0.97) and Black (OR 0.26; CI = 0.08–0.80) students were more likely to indicate secondary intention as compared to primary intention. Students in the Midwest were most likely to indicate no intention as compared to secondary intention (OR = 4.6; CI = 1.32–16.11). Conclusions As the first two COVID-19 vaccines were approved/recommended in the U.S. nursing students had overall high intentions to vaccinate. Findings can guide development of educational interventions that reduce concerns of vaccine safety that are delivered in a way that is supportive and affirming to minoritized populations while being respectful of geo-political differences.

Practicing Self-Care for Nurses: A Nursing Program Initiative

2014 ◽  
Vol 19 (3) ◽  
Author(s):  
Cynthia Blum
Keyword(s):  
Nursing Students ◽  
Professional Growth ◽  
Adult Learning Theory ◽  
Self Care ◽  
Nursing Program ◽  
Personal Health ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Florida Atlantic University ◽  
Student Impact

Self-care is imperative to personal health, sustenance to continue to care for others, and professional growth. This article briefly reviews stressors common to students and nurses and the importance of practicing self-care to combat stress and promote health in practice. Florida Atlantic University offers a course for all levels of undergraduate nursing students called Caring for Self. The course, supported by principles of Adult Learning Theory, focuses on guiding the nurse to practice and model self-care. The author describes the evolution of this self-care initiative by discussing the needs assessment, course description and strategies, examples of course activities, and an exemplar of student impact. The conclusion offers discussion of challenges and lessons noted by faculty and students.

The Contribution of Death-Related Experiences to Health Care Providers' Attitudes toward Dying Patients: I. Graduate and Undergraduate Nursing Students

1991 ◽  
Vol 23 (4) ◽  
pp. 249-278 ◽  
Author(s):  
Sandor B. Brent ◽  
Mark W. Speece ◽  
Marie F. Gates ◽  
Darlene Mood ◽  
Manju Kaul
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Health Care Providers ◽  
Professional Education ◽  
Educational Experience ◽  
Measurement Model ◽  
Care Providers ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Dying Patients

This is the first in a series of studies planned by the authors concerned with the contribution of different death-related experiences to health care providers' attitudes toward caring for dying patients. This study investigated the contributions of personal, professional, and educational experience to the aversive and attractive components of those attitudes among 420 undergraduate and graduate students at six university-based nursing schools. The results showed that aversiveness decreased, attractiveness increased, and overall attitude became more positive, as the number, extent, and specificity of a student's death-related experiences increased. However, the different types of experience differed in the degree to which they affected each component: aversiveness was most affected by professional experience, attractiveness by personal experience. Educational experience made a small but significant contribution to both. The psychological assumptions and the measurement model underlying the development of the questionnaire and the interpretation of the data are presented. The implications of these results for future professional education are discussed.

Knowledge, Attitudes and Practices of Undergraduate Nursing towards Novel Corona Virus (COVID 19)

2022 ◽  
pp. 1-10
Author(s):  
Abd Hasan ◽  
Imad Jarrah
Keyword(s):  
Nursing Students ◽  
Health Care Providers ◽  
Good Practice ◽  
Care Providers ◽  
Undergraduate Nursing Students ◽  
Attitudes And Practices ◽  
Undergraduate Nursing ◽  
Corona Virus ◽  
Study Results ◽  
Study Participants

Abstract Background: The emerging respiratory disease is caused by the novel type of corona virus which is named as COVID-19. This respiratory illness has received international attention and it is categorized as highly threaten disease in the US by the Centers for Disease Control and Prevention. The purpose of the study was to assess the knowledge, attitude and practice of undergraduate nursing students towards COVID-19. Methods: Descriptive cross-sectional design was used to assess knowledge, practice and attitudes of 255 undergraduate nursing students towards COVID-19. Study participants were recruited from the nursing college in King AbdAziz University between April and July 2020. Results: The results of study participants showed that undergraduate nursing students had moderate knowledge towards COVID-19. Also, participants had high level of knowledge regarding nature of diseases and precautionary measures by health care providers dimensions. However, they expressed limited knowledge towards mode of transmission. Moreover, study participants demonstrated an optimistic attitude toward disease and good practice towards COVID-19. Conclusions: The study results revealed that study participants demonstrated good knowledge with favorable and accepted practice. This study suggests the importance of emphasis on infectious disease in nursing curriculum

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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