scholarly journals Reported self-efficacy of nursing clinical instructors in a bachelor’s of science in nursing program

2020 ◽  
Vol 11 (3) ◽  
pp. 28
Author(s):  
Annette Ferguson ◽  
Natalie Perry
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Self Efficacy ◽  
Formal Education ◽  
Cost Effective ◽  
Nursing Program ◽  
Clinical Instructors ◽  
School Of Nursing ◽  
Before And After ◽  
Post Test

Clinical instructors play a significant role in the development of safe and competent nursing students. When nurses beginning their career as a clinical instructor, a substantial gap in knowledge can existence in the expectations of this new role. A deficiency of formal education in nursing education or orientation to this position can lead to a lack of self-efficacy and knowledge among clinical instructors. Research supports that a formal orientation and training increases feelings of self-efficacy among clinical instructors. The purpose of this study was to evaluate an online educational program on clinical instructor’s knowledge and self-efficacy towards teaching in a pre-licensure bachelors of science in nursing program. A pre-test/post-test design was utilized to assess changes in knowledge and self-efficacy immediately before and after the intervention for ten clinical instructors. Directly following the training, knowledge scores were measured with a statically significant result. In addition, immediately after the training and three months after the training, self-efficacy scores were measured and found to be statically significantly. In conclusion, the educational intervention was found to be statistically significant in improving the knowledge and self-efficacy scores among clinical instructors in the program as evidenced by the pre-test/post-tests results. This program was cost-effective to implement as there was no cost to the school of nursing or clinical instructors. The instructors could complete the online training from any location that had internet access and during any time of the day or night at their convenience.

scholarly journals Creating a writing course to improve the writing self-efficacy of graduate nursing students

2017 ◽  
Vol 5 (4) ◽  
pp. 88 ◽  
Author(s):  
Lisa B. Robinson ◽  
Mary Bishop
Keyword(s):  
Nursing Students ◽  
Academic Writing ◽  
Self Efficacy ◽  
Writing Skills ◽  
Nursing Program ◽  
First Semester ◽  
School Of Nursing ◽  
Writing Course ◽  
Writing Competence ◽  
Graduate Nursing

Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students’ writing self-efficacy increased after the completion of a newly developed one-credit online writing course.Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation.Results: The students’ writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant.Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.

scholarly journals Intervention Effect of Team-Based Learning in Chinese Undergraduate Nursing Students

2019 ◽  
Author(s):  
Yuexia Liao ◽  
Ting Han ◽  
Sumei Wang ◽  
Ye Jiang ◽  
Yiyun Yang ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Test Scores ◽  
Self Efficacy ◽  
Eastern China ◽  
Intervention Effect ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test

Abstract Background: Different education systems or cultural backgrounds may influence the effectiveness of various educational approaches. Little literature explores the effects of TBL on Chinese undergraduate nursing students. Method: We implemented a quasi-experimental pre-/post-test quantitative and qualitative design to evaluate the intervention effect of TBL on undergraduate nursing students in eastern China. Results: The results showed that a significant difference was identified, as the post-test scores were higher than pre-test scores on average level of the Chinese version of Critical Thinking Disposition Inventory, the General Self-efficacy Scale and the Academic Self-efficacy Scale. Also, TBL obtained positive reflection from the students and the Teaching Supervision Team. TBL stimulated the students’ learning interest and was well-accepted well by the nursing students. Conclusion: TBL could be widely used in undergraduate nursing education.

scholarly journals Impact of an intervention through Facebook to strengthen Self-esteem in nursing students

2020 ◽  
Vol 28 ◽  
Author(s):  
Renato Mendonça Ribeiro ◽  
João Victor Bernardi Bragiola ◽  
Letícia Palota Eid ◽  
Rita de Cássia Helú Mendonça Ribeiro ◽  
Carlos Alberto da Cruz Sequeira ◽  
...  
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Self Esteem ◽  
The Self ◽  
Nursing Interventions ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Made In

Objective: to evaluate the impact of the “Strengthening Self-Esteem” intervention proposed by the Nursing Interventions Classification, conducted through the use of Facebook, on the self-esteem and self-efficacy levels of nursing undergraduates. Method: quasi-experimental study carried out in two Higher Education Institutions. The sample consisted of 74 students. Two data collection tools were applied before and after the intervention: Rosenberg Self-Esteem Scale and General and Perceived Self-Efficacy Scale. The students were submitted to the intervention for ten sessions. Posts were made in private profile created on Facebook and consisted of positive messages, reflective texts and pictures, all supported by the persuasive resources of Bandura’s theoretical framework. Results: of the 264 students who answered the pretest, 74 (28.03%) participated in the interventions and the post-test. Rosenberg self-esteem (p=0.026) and self-efficacy (p=0.001) scores after the intervention were significantly higher than those obtained before, confirming the effectiveness of the intervention. Conclusion: the “Strengthening Self-Esteem” intervention was effective for improving students’ self-esteem and self-efficacy levels. Such interventions help spread knowledge and build mentally healthier individuals.

Visual Arts in Nursing Education: An Inventive Interprofessional Initiative to Cultivate Metacognitive Awareness in Beginning Nursing Students

2020 ◽  
pp. 089801012096290
Author(s):  
Carley Lovell ◽  
R. K. Elswick ◽  
Sara Wilson McKay ◽  
Jo Robins ◽  
Jeanne Salyer
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Fine Arts ◽  
Large Change ◽  
Nursing Program ◽  
Metacognitive Awareness ◽  
Student Group ◽  
Student Groups ◽  
First Semester ◽  
Before And After

Purpose To test an interdisciplinary art-based educational program for beginning baccalaureate traditional and accelerated nursing students. Design Longitudinal study (Pretest–Posttest) of nursing students’ metacognitive awareness. Method As part of a first-semester foundations nursing course, all students participated in the Art of Nursing program consisting of three 90-minute sessions led by graduate Art Education students in a local fine arts museum. Before and after the program, subcomponents of critical thinking were assessed using the Metacognitive Awareness Inventory (MAI). Findings A total of 218 students (56 traditional, 162 accelerated) participated. Statistically significant improvement was observed on seven components of the MAI. Although significant increases were observed for Declarative ( p < .0001), Planning ( p < .0001), and Comprehension Monitoring ( p < .0001), the differences pre to post were of different magnitudes between the student groups, characterizing a large change in the traditional versus accelerated group. Conclusions Our results suggest that (1) nursing students’ metacognitive awareness benefits from the museum-based experience despite demographic and educational differences and (2) overall the accelerated student group has exhibited higher metacognitive awareness at baseline as compared with the traditional student group; however, both groups demonstrate significant growth in this area after experiencing an art-based program.

scholarly journals Effectiveness of Model Based Training on Competence Regarding Intra Uterine Contraceptive Device (IUCD) Insertion among Nursing Students at Selected Nursing College

2021 ◽  
Vol 11 (7) ◽  
pp. 257-264
Author(s):  
Velip Resha Ratnakar ◽  
Sunil M. B. ◽  
Vani. K.
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cost Effective ◽  
Contraceptive Device ◽  
Model Based ◽  
Contraceptive Devices ◽  
Study Results ◽  
Post Test ◽  
Utilisation Rate ◽  
Nursing College

Background of the study: Intrauterine contraceptive devices IUCD are a safe and cost-effective contraceptive method. Despite this, the utilisation rate for IUCDs is relatively low in many countries. Provision of training regarding IUCDs to nurses, is one approach to overcome some of the barriers that may prevent wider uptake of IUCDs. Objectives: To assess the competence of nursing students regarding IUCD insertion. To evaluate the effectiveness of model based training on competence regarding IUCD insertion among nursing students and to find out an association between pre test competence scores of nursing students with their selected socio demographic variables. Methodology: An evaluative study was conducted among 30 final year B.Sc Nursing students of KLES’ Institute of Nursing Sciences, Hubballi. The research design used for the study was Pre-experimental; one group pre-test, post-test design. OSCE based checklist of interval IUCD insertion procedure was used for obtaining the level of competence. Results: The study results revealed that majority of the subjects 20 (66.7%) were females and 14 (46.6%) had previous knowledge regarding IUCD insertion. With respect to competence scores, majority of the subjects in pre-test 24 (80%) had unsatisfactory competence, 6 (20%) had satisfactory competence. In post-test 25 (83.33%) had satisfactory competence, 05 (16.66%) had unsatisfactory competence. After model based training on competence regarding interval IUCD insertion, there was a significant gain in competence i.e 41.4%. The calculated paired ‘t’ value (tcal = 24.44*) was greater than the tabulated value (ttab = 2.045). This indicates that the gain in competence score was statistically significant at 0.05 level of significance. Conclusion: The study concludes that model based training on competence regarding interval IUCD insertion was effective in upgrading the skills of final year B.Sc nursing students. Hence, it is recommended to re-address & improve pre-service nursing education pertaining to the family planning services. Key words: IUCD, competence, OSCE, nursing students, model based training.

An educational intervention to promote civility in nursing: a pilot study

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Robin Elaine Murray
Keyword(s):  
Statistical Analysis ◽  
Pilot Study ◽  
Nursing Students ◽  
Self Efficacy ◽  
Educational Interventions ◽  
Confidence Levels ◽  
Before And After ◽  
Post Test ◽  
Uncivil Behaviors ◽  
Confidence Scale

AbstractObjectivesNursing students are ill equipped to handle uncivil situations in the workplace. The purpose of this project was to determine if providing students with education about identifying and addressing incivility would alter how students perceived their ability to recognize and address uncivil situations when encountered.MethodsThis pre–post-test comparative pilot study used the Generalized Self Efficacy Scale along with The Confidence Scale to measure student self-efficacy and confidence before and after the receipt of educational interventions on recognizing and addressing uncivil behaviors.ResultsThe statistical analysis reveals an increase in both self-efficacy and confidence scores in recognizing and addressing uncivil behaviors following the educational interventions (p=0.000, p<0.001, respectively).ConclusionsEducating pre-licensure nursing students about incivility increases self-efficacy and confidence levels in pre-licensure nursing students to recognize and address uncivil behaviors when encountered.

HUBUNGAN PENGETAHUAN TERHADAP KOMPETENSI MAHASIWA PROFESI NERS DALAM PENERAPAN EVIDENCE BASED PRACTICE

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Hasniatisari Harun ◽  
Yusshy Kurnia Herliani ◽  
Anita Setyawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Evidence Based Practice ◽  
Sampling Technique ◽  
Nursing Program ◽  
Evidence Based ◽  
Professional Nursing ◽  
Professional Nurses ◽  
High Competence

Professional nurses could be prepared through professional nursing programs. Professional nursing program is part of the nursing education program. One of the competencies required to be professional nurses is implementing evidence-based practice (EBP) to explore the best nursing interventions for patients to get optimal outcome. Nursing students have learned EBP during bachelor degree by analysis case using the EBP method. However, evaluation related  students' understanding of the method and its application of EBP to the clinical practice was none. The purpose of this study was to determine the relationship of knowledge with student competency in the implementation of evidence based practice (EBP) to managed patients in the medical surgical nursing stage. This research is quantitative research. The sample in this study was 120 nursing students who were at professional nursing program that were recruited using total sampling technique. The instrument used is the Evidence Based Practice Questionnaire (EBPQ) questionnaire. The results showed that more than half of the respondents had high knowledge (68%), and high competence (49%). This study shows a meaningful relationship between knowledge of student competence in applying EBP (r = .6070, p <0.01). The findings of this study are important for recommendations related to developing teaching materials in nursing education related to for providing the best service for patients.

scholarly journals Formal education and nurses' attitudes towards alcohol and alcoholism in a Brazilian sample

2005 ◽  
Vol 123 (4) ◽  
pp. 175-180 ◽  
Author(s):  
Sandra Cristina Pillon ◽  
Ronaldo Ramos Laranjeira
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Formal Education ◽  
Practical Knowledge ◽  
Sao Paulo ◽  
São Paulo ◽  
Brazilian Sample ◽  
Postgraduate Studies ◽  
Quantitative Descriptive ◽  
Nursing Teachers

CONTEXT AND OBJECTIVE: Nurses are one of the largest groups of healthcare professionals sharing in patient care responsibilities, including caring for those who use and abuse psychoactive substances. The objective was to evaluate the theoretical-practical knowledge acquired by nurses in undergraduate and postgraduate studies and their perceptions about alcohol users. DESIGN AND SETTING: Quantitative, descriptive survey at Universidade Federal de São Paulo - Escola Paulista de Medicina and Hospital São Paulo. METHODS: The sample included nurses, students and nursing teachers. The survey included questions about sociodemographic characteristics; a nurses' attitudes and beliefs scale; and a questionnaire to identify formal nursing education on the use of alcohol and its consequences. RESULTS: 59.7% out of 319 volunteers were nurses, 22.7% were nursing teachers and 17.6% were nursing students. 70% of the participants had received little or no information on physical, family and social problems related to alcohol use; 87% had received little or no information on high risk related to specific segments of the population; 95% had received little or no information on nursing procedures for alcohol-abuse patients. CONCLUSION: Formal education regarding the use of alcohol and its consequences is limited, especially with regard to offering adequate care and management for patients who have problems with or are addicted to alcohol.

Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations

Healthcare ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 37
Author(s):  
Diana Jiménez-Rodríguez ◽  
Mercedes Pérez-Heredia ◽  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
Oscar Arrogante
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Virtual Simulation ◽  
Emotional Understanding ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental

During the COVID-19 confinement, we converted our clinical simulation sessions into simulated video consultations. This study aims to evaluate the effects of virtual simulation-based training on developing and cultivating humanization competencies in undergraduate nursing students. A quasi-experimental study was conducted with 60 undergraduate nursing students. A validated questionnaire was used to evaluate the acquisition of humanization competencies (self-efficacy, sociability, affection, emotional understanding, and optimism). The development of humanization competencies in this group composed of undergraduate nursing students was evaluated using virtual simulation-based training, comparing the levels obtained in these competencies at baseline (pre-test) and after the virtual simulation experience (post-test). After the virtual simulation sessions, students improved their levels in humanization total score and the emotional understanding and self-efficacy competencies, obtaining large effects sizes in all of them (rB = 0.508, rB = 0.713, and rB = 0.505 respectively). This virtual simulation modality enables training in the humanization of care with the collaboration of standardized patients in the form of simulated nursing video consultations and the performance of high-fidelity simulation sessions that comply with the requirements of best practices. Therefore, this methodology could be considered as another choice for virtual simulation. Additionally, this virtual modality could be a way to humanize virtual simulation.

scholarly journals e-Learning readiness amongst nursing students at the Durban University of Technology

2017 ◽  
Vol 22 ◽  
pp. 300-306 ◽  
Author(s):  
Marilynne Coopasami ◽  
Stephen Knight ◽  
Mari Pete
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Traditional Learning ◽  
First Year ◽  
Technological Readiness ◽  
Technological Culture ◽  
University Of Technology ◽  
Before And After ◽  
Quasi Experimental ◽  
E Learning

e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological, equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.

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