scholarly journals Do student demographics and country location affect the international learning experience of nursing students?

2018 ◽  
Vol 8 (11) ◽  
pp. 16
Author(s):  
Susan Ka Yee Chow ◽  
Keith Hin Kee Fung
Keyword(s):  
Nursing Students ◽  
International Education ◽  
Personal Development ◽  
Intellectual Development ◽  
Learning Experience ◽  
International Perspective ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Significant Difference ◽  
The Us

Objective: Nursing students who participate in overseas placements are considered to have excellent opportunities to broaden their horizons and promote their personal and professional development. This study examines and compares nursing students’ learning outcomes from their international experience in various countries.Methods: This is a cross-sectional descriptive study. The study was conducted in a university that arranges overseas clinical placements for nursing students in pre-registration programmes. The participants were students in different years of study from a variety of nursing programmes. A questionnaire developed by the researchers, the International Education Survey was used to collect data.Results: One hundred and forty-five valid questionnaires were collected. The students spent their summer overseas placement in a variety of countries, including the United Kingdom, United States, Japan, and mainland China. On a macro level, students benefitted from the experiences. For international perspective, the students who visited Japan gave the highest rating of 5.30 (SD = 0.51), while the score for China was among the lowest at 5.02 (SD = 0.51). For personal development, the mean score was 4.58 (SD = 0.84) for students who visited China, while the highest mean score was 5.16 (SD = 0.54) for students who visited the US. For intellectual development, the lowest mean score was 4.45 (SD = 0.97) for students who visited China, while those who visited the US gave the highest rating of 5.14 (SD = 0.62). There was a significant difference in the scores for personal development between students who travelled to different countries, at p < .05. A chi-square test showed a significant association in international perspective between junior and senior students.Conclusions: Demographics and country location influenced the students’ overseas learning experience. Nurse educators are encouraged to use a reflective approach to help students to identity what they have gained from their placement, to maximize the value of their overseas experiences.

scholarly journals Health Sciences Students’ Perceptions of the Role of the Supervisor in Clinical Placements

2021 ◽  
Vol 18 (9) ◽  
pp. 4427
Author(s):  
Álvaro Borrallo-Riego ◽  
Eleonora Magni ◽  
Juan Antonio Jiménez-Álvarez ◽  
Vicente Fernández-Rodríguez ◽  
María Dolores Guerra-Martín
Keyword(s):  
Professional Training ◽  
Learning Experience ◽  
Health Sciences ◽  
Data Matrix ◽  
Quantitative Methodology ◽  
Clinical Placements ◽  
Validated Questionnaire ◽  
Significant Difference ◽  
Health Sciences Students

The supervision of clinical placements is essential to achieving a positive learning experience in the clinical setting and which supports the professional training of those being supervised. The aim of this study was to explore health sciences students’ perceptions of the role of the supervisor in the supervision of clinical placements. A quantitative methodology was used, administering a previously validated questionnaire, by means of an expert panel and a pre-test, to 134 students from the Faculty of Nursing, Physiotherapy and Podiatry at the University of Seville (Spain). The analysis of variables was carried out by means of a data matrix. The results revealed a statistically significant difference in the perception of placement supervision depending on the degree, with Nursing producing the highest degree of affirmation in the variables studied and the greatest satisfaction with placement supervision; in contrast, Physiotherapy produced the greatest dissatisfaction and the lowest degree of affirmation. The study and analysis of these perceptions facilitates the collection of relevant information in order to formulate actions that help to improve the supervision experience during placements. They also allow a greater understanding of what factors most influence the experience of supervision during clinical placements.

scholarly journals “Loving Nursing” and “Taking Responsibility”: Strategies for Transitioning to Practice in Lebanon

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401882037
Author(s):  
Michael Clinton ◽  
Sawsan Ezzeddine ◽  
Myrna Doumit ◽  
Ursula Rizk ◽  
Murielle Madi
Keyword(s):  
Nursing Students ◽  
Registered Nurses ◽  
Baccalaureate Nursing ◽  
Nurse Managers ◽  
Cross Sectional ◽  
Self Monitoring ◽  
Clinical Placements ◽  
Hospital Administrators ◽  
Baccalaureate Nursing Programs ◽  
Taking Responsibility

Transitioning to practice is challenging for baccalaureate nursing students. In baccalaureate nursing programs, the process typically begins in the junior year. A Successful transition depends on how well students apply their developing knowledge during clinical placements. A cross-sectional, multisite, qualitative study was conducted at four universities in Greater Beirut, Lebanon. In total, 35 junior baccalaureate students participated in audio-recorded focus group discussions. Thematic analysis was used to analyze the data. Three themes were sufficient to summarize the students experiences: “being unprepared,” “learning unexpected lessons,” and “taking responsibility.” Three subthemes, revising expectations, discovering divergence, and self-monitoring, were used to clarify the unexpected lessons students learned during clinical placements and how students responded. “Loving nursing and protecting yourself,” making the most of every day, and doubting future readiness were subthemes within the “taking responsibility” theme. Students troubled by nursing practices that diverged from their expectations monitored themselves to avoid falling into poor practices and kept track of the nursing procedures they performed. Only by taking responsibility for their learning, could students develop the competencies they will need as registered nurses. Faculty, clinical instructors, hospital administrators, nurse managers, and registered nurses need to do more to support students to take control of their learning.

Does medical students’ gender affect their clinical learning of gynaecological examination? A retrospective cohort study

2018 ◽  
Vol 94 (1112) ◽  
pp. 325-329
Author(s):  
Thomas Wallbridge ◽  
Angela Holden ◽  
Aled Picton ◽  
Janesh Gupta
Keyword(s):  
Medical Students ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Female Students ◽  
Male Students ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Medical Graduates ◽  
Significant Difference ◽  
Gynaecological Examination

IntroductionMedical graduates should be competent in gynaecological examination as well as associated skills including speculum use and swabbing. Male and female medical students may have different opportunities to practise these skills in clinical environments, potentially impacting on confidence and competence. This study explores this further via reviewing students’ learning experience in genitourinary medicine (GUM) and obstetrics and gynaecology (O&G) clinics.MethodsCross-sectional study of 759 year 4 and year 5 University of Birmingham medical students via an online questionnaire. This explored degree of participation, impact of gender and self-reported confidence.ResultsOverall response rate was 31% (233/759). Students of either gender who observed an examination being performed by a clinician were more likely to perform the same examination. Female students reported more opportunities to practise gynaecological examination and associated skills. Female students were more likely to be granted consent to perform speculum examinations, vaginal swabbing and vaginal bimanual examinations. Sixty-five per cent of male students felt that their gender affected their learning experience with female patients. Despite this, there was no significant difference in self-reported confidence level in performing gynaecological examinations between genders at the end of placement.ConclusionThe majority of male students perceived that their gender impacted their clinical experience in O&G and GUM. Self-reported confidence levels were unaffected, which could reflect varying approaches to competence between genders. The link between observing examinations and subsequent opportunities to practise is key. This could demonstrate students developing rapport and trust with patients, and clinicians’ roles as gatekeepers.

scholarly journals The effect of curricula approaches to the development of the student’s clinical reasoning ability

Curationis ◽  
2005 ◽  
Vol 28 (2) ◽  
Author(s):  
T Khanyile ◽  
F Mfidi
Keyword(s):  
Nursing Students ◽  
Clinical Reasoning ◽  
Survey Design ◽  
Traditional Approach ◽  
Descriptive Analysis ◽  
Problem Based Learning ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Jump Exercise ◽  
Significant Difference

A comparative analysis was undertaken using descriptive and cross sectional survey design, to explore the effect of Problem Based Learning and Traditional approach on the development of clinical reasoning abilities of nursing students. Using quota sampling, a sample of 87 subjects was used from two University Nursing Departments, each using these curricula approaches. Students from their first, second and fourth year were interviewed, using the Triple Jump Exercise as an instrument to collect data. Data analysis using the SAS computer software package was employed to obtain both descriptive and statistical summarizations. Though descriptive analysis of the scores of clinical reasoning showed a slight difference between the two curricular approaches, this was not confirmed statistically as the two factor ANOVA and Tukey’s methods revealed no significant differences by approaches. The only significant difference was revealed between the students’ levels of study with senior levels (4th years) outperforming their juniors. These findings therefore conclude that, students using Problem Based Learning and Traditional approach perform on a similar level in clinical reasoning.

scholarly journals Peer Caring Behaviors dan Dukungan Sosial Terhadap Perilaku Caring Mahasiswa Sarjana Keperawatan Fakultas Kesehatan di Universitas Harapan Bangsa

2021 ◽  
Vol 8 (1) ◽  
pp. 26
Author(s):  
Tri Sumarni ◽  
Indri Heri Susanti ◽  
Agung Permana
Keyword(s):  
Social Support ◽  
Nursing Students ◽  
Personal Development ◽  
Sampling Technique ◽  
Cross Sectional ◽  
Caring Behaviors ◽  
Caring Behavior ◽  
Undergraduate Nursing ◽  
Behavior Scale ◽  
The Relationship

Perilaku caring dipandang sebagai bagian penting dari keperawatan dan sebagai kompetensi yang diharapkan pada mahasiswa keperawatan. Kelompok teman sebaya sangat berguna dalam menyediakan lingkungan di mana mahasiswa keperawatan dapat belajar caring. Dukungan sosial juga penting untuk pengembangan profesional dan pribadi mahasiswa keperawatan. Tujuan dari penelitian ini untuk menganalisis hubungan peer caring behavior dan dukungan sosial dengan perilaku caring mahasiswa keperawatan. Penelitian ini merupakan penelitian deskriptif korelasional dengan pendekatan cross sectional. Sampel penelitian ini adalah mahasiswa program studi sarjana keperawatan sebanyak 250 mahasiswa yang terdiri dari semester 4, 6 dan 8 teknik pengambilan sampel menggunakan total sampling. Instrumen penelitian yang digunakan perilaku caring diadaptasi dari kuesioner Caring Behavior Inventory (CBI) dan kuesioner Peer Caring Behavior Scale serta Social Support Questionnaire. Hasil: Rata-rata peer caring behaviors 63,1, rata-rata dukungan sosial 16,5, rata-rata  perilaku caring 129,3, ada hubungan peer caring behavior dengan perilaku caring (r=0,269, p=0,015) dan hubungan dukungan sosial dengan perilaku caring (r=0,215, p=0,01). Kesimpulan: terdapat hubungan antara peer caring behavior dan dukungan sosial dengan perilaku caring.  Pendidik harus mendorong pelaksanaan perilaku caring diantara teman sebaya di kalangan mahasiswa sebagai sarana memfasilitasi hubungan mahasiswa dengan pasien dan keluarganya di masa yang akan datang. Pendidik juga mempertimbangkan peran potensial yang berkembang dari teknologi media sosial sebagai sumber dukungan sosial yang dapat diakses dan sebagai media pembelajaran dalam peningkatan perilaku caring. Kata Kunci: peer caring behaviors; dukungan sosial; perilaku caring  mahasiswa keperawatan  PEER CARING BEHAVIORS AND SOCIAL SUPPORT TOWARDS CARING BEHAVIOR OF BACHELOR NURSING STUDENTS AT FACULTY OF HEALTH HARAPAN BANGSA UNIVERSITY ABSTRACT Caring behavior is seen as an important part of nursing and as an expected competency in nursing students. Peer groups are very useful in providing an environment in which nursing students can learn caring. Social support is also important for the professional and personal development of nursing students. The purpose of this study was to analyze the relationship between peer caring behavior and social support towards nursing students' caring behavior. This research was a descriptive correlational study with a cross sectional approach. The sample of this study was 250 undergraduate nursing students consisting of semesters 4, 6 and 8. The sampling technique used total sampling. The research instrument used caring behavior was adapted from the Caring Behavior Inventory (CBI) questionnaire and the Peer Caring Behavior Scale questionnaire and the Social Support Questionnaire. The average of peer caring behavior was 63.1, the average social support was 16.5, the average caring behavior was 129.3, it is stated that there is a relationship between peer caring behavior and caring behavior (r = 0.269, p = 0.015) and the relationship between social support and caring behavior (r = 0.215, p = 0.01). There is a relationship between peer caring behavior and social support with caring behavior. Educators must encourage the implementation of caring behavior among students as a means of facilitating student relations with patients and their families in the future. Educators also consider the developing potential role of social media technology as an accessible source of social support and as a learning medium in enhancing caring behavior. Keywords: peer caring behavior; social support; caring behavior; nursing student’s caring behaviour

scholarly journals Perception of undergraduate nursing students regarding e-learning during COVID-19 pandemic in West Bengal

2021 ◽  
Vol 8 (4) ◽  
pp. 1892
Author(s):  
Suvashri Sasmal ◽  
Moitreyee Roy
Keyword(s):  
Nursing Students ◽  
West Bengal ◽  
Learning Experience ◽  
Survey Study ◽  
Snowball Sampling ◽  
Chi Square ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
E Learning

Background: The education system has faced severe trouble worldwide in COVID-19 pandemic since the beginning of 2020. In this context every educational institute including nursing colleges has adopted E-learning for smooth continuation of teaching learning process. Keeping this in mind this descriptive survey study aimed to identify the perception of the undergraduate nursing students towards E-learning during COVID 19 phase.Methods: A cross sectional web-based survey has been conducted through Google form with in west Bengal. By using snowball sampling, 327 sample were selected as study participants and they were received the structured questionnaire and submitted after giving their responses. Data were extracted and analysed with the help of different descriptive statistics, such as frequency, percentage, mean, median, standard deviation and inferential statistics in terms of chi-square by using SPSS 20.0 (IBM SPSS Statistics for Windows, version 20.0).Results: In this article 327 participants were enrolled among them 70.95% had indifferent perception, whereas only 14.07% possessed unfavourable perception towards E-learning. Compared with the indifferent percentage the participants with favourable perception was very less i.e. only 14.98%. We also found perception of E learning has no association with demographic variables but significant association is there between gadgets used to attend E learning.Conclusions: Nursing faculties need to address the student’s perception towards e-learning so that efforts can be directed towards improving their learning experience.

scholarly journals The Perceived Stress Level of Nursing Students Regarding The Clinical Practices in the Covid-19 Pandemic

2021 ◽  
Vol 11 (3) ◽  
pp. 592-599
Author(s):  
ışın cantekin
Keyword(s):  
Nursing Students ◽  
Perceived Stress ◽  
Cross Sectional Study ◽  
Nursing Profession ◽  
Clinical Practices ◽  
Perceived Stress Scale ◽  
Cross Sectional ◽  
Stress Scale ◽  
Significant Difference ◽  
Stress Levels

This descriptive cross-sectional study was conducted to determine the perceived stress levels of nursing students regarding the clinical practice during the Covid-19 pandemic. The study was conducted between May 20 and June 20, 2020, with 252 students studying in all classes in the Nursing Departments of Necmettin Erbakan University. The data were collected using the Information Form and the Perceived Stress Scale for Nursing Students (PSSNS). 52.0% of the students felt uncomfortable thinking about Covid-19, and 62.2% stated that their anxiety increased when they thought they were infected with Covid-19. The study further revealed that 57.9% of the nursing students were afraid to provide care to the individuals diagnosed with Covid-19 and 82.1% stated that they did not have enough knowledge to provide care to those individuals. Our study revealed that there is a statistically significant difference between the mean scores of the Perceived Stress Scale for Nursing Students and the students’ gender (p<0.01), the status of willingly choosing the nursing profession (p<0.01), the interest in the nursing profession during the Covid-19 pandemic (p<0.01), having enough knowledge to provide care to individuals diagnosed with Covid-19 (p<0.01), being uncomfortable thinking about Covid-19 (p<0.01), being afraid to provide care to individuals diagnosed with Covid-19 (p<0.01), and the increased anxiety level thinking that they were infected with Covid-19 (p<0.01). In this study, female nurses and nurses who did not choose the nursing profession willingly, whose interests in the nursing profession were negatively affected during the pandemic period, who believe that they do not have the knowledge or who do not want to provide care to individuals diagnosed with Covid-19, who are afraid to provide care, and who are uncomfortable thinking about Covid-19 were found to have higher perceived stress levels. It is recommended to offer training and counseling to the nursing students with high perceived stress levels

scholarly journals PERCEPTIONS AND ATTITUDE ON USING SOCIAL MEDIA RESPONSIBLY: TOWARD SOCIAL MEDIA LITERACY IN NURSING EDUCATION

2019 ◽  
Author(s):  
Ryan Michael Flores Oducado ◽  
Mhonica Reyes Sales ◽  
Aira Joy Piz Magarzo ◽  
Patricia Mae Arboleda Panes ◽  
Joreem Theus Paniza Lapastora
Keyword(s):  
Social Media ◽  
Nursing Education ◽  
Nursing Students ◽  
Media Literacy ◽  
Positive Attitude ◽  
Attitude Scale ◽  
Cross Sectional ◽  
Significant Difference ◽  
College Of Nursing ◽  
Use Of Social Media

Background: As future professionals, nursing students are expected to exhibit online professionalism and to be responsible users of social media. However, the rapid sharing of information on social media exposes nursing students to the risk and danger of spreading unprofessional behaviors like breaches of privacy and confidentiality.Objective: This study looked into the nursing students’ perceptions and attitude toward responsible use of social media.Methods: A descriptive cross-sectional research design was utilized and participated by 298 nursing students in a College of Nursing in Iloilo City, Philippines. The Responsible Use of Social Media Attitude Scale (RUSMAS) created by the researchers was used to collect the data.Results: Findings indicated that nursing students widely use social media and that nursing students had good perceptions and had positive attitude toward responsible use of social media. A significant difference was found in the attitude of nursing students when grouped according to year level.Conclusion: Social media continue to gain interest among nursing students and using it responsibly must be continuously upheld. Academic nursing institutions should develop approaches promoting social media literacy in nursing education.

scholarly journals The level of health literacy of secondary school students in Slovenia

2021 ◽  
Author(s):  
Monika Sadar ◽  
Karmen Erjavec
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Nursing Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Mental Health Literacy ◽  
School Students ◽  
Cross Sectional ◽  
Critical Health Literacy ◽  
Significant Difference

Introduction: Health literacy of secondary school students is particularly important as they are exposed to higher health risk. Therefore, the aim of the study is to determine the level of basic health literacy, critical and mental health literacy, and numeracy of Slovenian secondary school nursing students using a cross-sectional comparative method.Methods: The questionnaire measuring the level of basic numerical, critical, and mental health literacy was completed by 249 secondary school students, divided into a group of secondary school students attending a nursing program and students of others similar secondary schools such as economic technician, chemical technician and preschool education.Results: Secondary nursing students were found to have statistically significantly higher levels of basic and mental health literacy than their peers, rather than numerical and critical health literacy. In addition, the results show that there is no statistically significant difference in the level of health literacy between the groups of secondary school students in relation to the environment (rural/urban area).Conclusion: Numerical and critical health literacy should be systematically developed in nursing schools, and at least the basic aspects of health literacy should be introduced in all secondary school curricula.

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