scholarly journals Autonomy levels of final year baccalaureate nursing students attending different curricula: Cross-sectional survey

2015 ◽  
Vol 37 (2) ◽  
pp. 87 ◽  
Author(s):  
Şerife Karagözoğlu ◽  
Gülengün Türk ◽  
Dilek Özden
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Cross Sectional Survey ◽  
Cross Sectional

Breastfeeding Experiences of Baccalaureate Nursing Students: A Qualitative Study

2020 ◽  
pp. 089033442097998
Author(s):  
Cheryl Langford ◽  
Marcella Gowan ◽  
Monica Haj
Keyword(s):  
Nursing Students ◽  
Health Care Providers ◽  
Baccalaureate Nursing ◽  
Community Support ◽  
Baccalaureate Nursing Students ◽  
Care Providers ◽  
Structured Interviews ◽  
Breastfeeding Support ◽  
Cross Sectional

Background Students returning to school who are breastfeeding face unique challenges. There is limited literature on breastfeeding university students. Several researchers have studied breastfeeding employees in the workplace. Institutions of higher education closely mimic the employment environment. Breastfeeding college students who express their milk while at school share similar challenges to employed mothers. A baccalaureate nursing program is rigorous and little is known about the challenges facing breastfeeding student nurses returning to classes. Research aim To explore the breastfeeding experience of baccalaureate nursing students. Methods Our study was a cross-sectional descriptive qualitative design. Purposive sampling was used to enroll participants ( N = 12). In depth, semi-structured interviews were conducted. Qualitative thematic analysis was used to analyze the data both manually and using Dedoose QDA software. Results An overarching theme of pervasive conflict between the role of the breastfeeding mother and the role of the student nurse surfaced. Three interrelated organizing themes also emerged; challenging, vulnerability, and resilience. Time constraints, self-care versus role demands, and structural accommodations contributed to the challenges. Only one participant indicated a knowledge of her breastfeeding rights. All of the participants expressed gratitude for faculty and community support, regardless of conflicts. Conclusion Breastfeeding participants were both vulnerable and resilient. Faculty may improve experiences through providing specific areas of support. A breastfeeding support policy outlining student rights and faculty responsibilities is needed to educate, guide, and enforce protections. Health care providers may enhance breastfeeding students’ experiences through anticipatory guidance, education, and continued support.

Depression, Stress, Emotional Support, and Self-Esteem among Baccalaureate Nursing Students in Thailand

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Ratchneewan Ross ◽  
Richard Zeller ◽  
Pakvilai Srisaeng ◽  
Suchawadee Yimmee ◽  
Sujidra Somchid ◽  
...  
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Emotional Support ◽  
Depression Scale ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Baccalaureate Nursing Students ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Suicidal Ideas

Nursing students are valuable human resources. Detection of potential depression among nursing students is crucial since depression can lead to low productivity, minimized quality of life, and suicidal ideas. Identifying factors affecting depression among students can help nursing educators to find ways to decrease depression. The purpose of this study was to examine rates of depression and the associations between depression and stress, emotional support, and self-esteem among baccalaureate nursing students in Thailand. This correlational, cross-sectional study recruited 331 baccalaureate Thai nursing students. Students completed three instruments that had been translated into Thai: The Center for Epidemiology Studies Depression Scale, Perceived Stress Questionnaire, and Rosenberg Self-Esteem Scale. Another instrument created in Thai was used to measure emotional support. Results revealed that, when using the standard definition, 50.1% of the students were depressed. Stress was positively related to depression, whereas emotional support and self-esteem were negatively related to depression.

Earthquake Preparedness and Knowledge of Recommended Self-Protective Actions: A Survey of Nursing Students

2021 ◽  
pp. 1-5
Author(s):  
Bernadette M. Longo
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Disaster Preparedness ◽  
Behavioral Responses ◽  
Emergency Plan ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Earthquake Preparedness ◽  
Protective Actions

Abstract Objective: Nurses are a vital workforce to the disaster response of an earthquake. The aim of this study was to assess preexisting knowledge in baccalaureate nursing students about disaster preparedness and self-protective behavioral responses during an earthquake. Methods: A descriptive cross-sectional survey of nursing students from a seismologically active region was conducted. Data were collected prior to earthquake preparedness education and ShakeOut drills designed to enhance personal safety. Results: A total of 274 nursing students participated in the survey (response rate – 93%). More than half (57%) of respondents did not feel prepared for an earthquake; 88% were without a household emergency plan and 82% lacked emergency supplies. Self-protective actions of drop, cover, and hold on and stay in bed were accurately identified by 77% and 96% of respondents, respectively. Hazardous actions selected included stand in a doorway (77% of respondents) and go outside into the street (23% of respondents). Conclusions: These results demonstrate a lack of personal disaster preparedness in nursing students and several behavioral responses that do not promote self-preservation during seismic activity. Although existing baccalaureate nursing education addresses competencies for disaster care, actions are needed to develop curriculum that emphasizes preparedness and safety to regional environmental hazards.

scholarly journals Baccalaureate nursing students’ confidence on patient safety

2017 ◽  
Vol 7 (6) ◽  
pp. 56 ◽  
Author(s):  
June M. Raymond ◽  
Jennifer M. Medves ◽  
Christina M. Godfrey
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Professional Education ◽  
Baccalaureate Nursing Students ◽  
Clinical Settings ◽  
Clinical Safety ◽  
Cross Sectional ◽  
Confidence Levels ◽  
Quantitative Descriptive

High rates of patient safety events led to media attention and litigation that sparked the patient safety movement. Gaining awareness of nursing students’ confidence levels on patient safety will reveal their perceptions of their competency. A quantitative descriptive cross-sectional method was employed. The Health Professional Education in Patient Safety Survey was used to determine how 458 baccalaureate nursing students from two nursing programs in Ontario, Canada rate their confidence levels on patient safety. Nursing students are the most confident on Clinical Safety topics and least confident on topics related to Human and Environmental Factors and Culture of Safety. Overall, they are more confident in the classroom than in the clinical settings with fourth year students expressing lower degrees of confidence on many of the areas. Education programs need to reinforce patient safety and educate students on their responsibilities to protect patients/clients. Programs need to target strategies to reduce student fears, promote error reporting, and system improvements.

scholarly journals The Impact of Educational Concerns and Satisfaction on Baccalaureate Nursing Students’ Distress and Quality of Life During the Covid-19 Pandemic. A Cross-Sectional Study

2021 ◽  
Author(s):  
Tone Nygaard Flølo ◽  
Kari Hanne Gjeilo ◽  
John Roger Andersen ◽  
Kristin Haraldstad ◽  
Inger Helene Hardeland Hjelmeland ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Psychological Distress ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Clinical Training ◽  
Baccalaureate Nursing Students ◽  
Educational Quality ◽  
Cross Sectional ◽  
Educational Curriculum

Abstract BackgroundHigh levels of psychological distress and poor overall quality of life (QOL) have been identified among nursing students during the COVID-19 pandemic. The pandemic necessitated improvised reconstructions of educational curriculums and restrictions in clinical placement and training at campuses, possibly reducing educational quality. ObjectivesWe explored whether baccalaureate nursing students’ concerns and satisfaction with the educational curriculum, focusing on the conduct of clinical training, were associated with perceived psychological distress and overall QOL.Methods Baccalaureate nursing students (N=6088) from five Norwegian universities were invited to an internet-based, cross-sectional survey during the second wave of the pandemic. The survey included COVID-19 specific questions on health, education and clinical training, the Fear of COVID-19 scale (FCV-19S), The Hopkins Symptom Checklist (SCL-5) and overall QOL. Data from national surveys on satisfaction with the educational curriculum, before and during the pandemic were used for comparison.Results In total, 2605 (43%) students responded, of whom 1591 (61%) had been engaged in clinical training during the pandemic. Overall, 53% were either satisfied or fully satisfied with their educational curriculum, with the level of satisfaction being significantly lower than pre-pandemic reference values. Also, 79% were concerned or highly concerned about the educational quality. In multiple regression analyses for all students, lower levels of satisfaction and higher levels of quality concerns were associated with worse SCL-5 scores. Furthermore, satisfaction with the educational curriculum was positively associated with overall QOL. For students engaged in clinical training, only concerns about infecting others were additionally associated with psychological distress. None of the items related to clinical training were associated with overall QOL. Conclusion Nursing students’ educational satisfaction and quality concerns may significantly impact perceived psychological distress and overall QOL during a pandemic. However, with necessary adaptations implemented, concerns regarding the conduct of clinical training account for little of these associations.

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