scholarly journals Factors Affecting Learning Among Undergraduate Nursing Students: Cross-Sectional Survey

2017 ◽  
Author(s):  
Linu Sara George ◽  
Alma Juliet Lakra ◽  
Asha Kamath
Keyword(s):  
Nursing Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Factors Affecting ◽  
Undergraduate Nursing

Quality clinical placements for undergraduate nursing students: a cross-sectional survey of undergraduates and supervising nurses

2011 ◽  
Vol 68 (6) ◽  
pp. 1380-1390 ◽  
Author(s):  
Helen Courtney-Pratt ◽  
Mary FitzGerald ◽  
Karen Ford ◽  
Kathryn Marsden ◽  
Annette Marlow
Keyword(s):  
Nursing Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Undergraduate Nursing

scholarly journals Undergraduate nursing students’ perceptions of educational service quality at Alexandria University, Egypt

2017 ◽  
Vol 8 (1) ◽  
pp. 37 ◽  
Author(s):  
Naglaa Abd El-Aziz El Seesy ◽  
Rehab Gamel Hussein ◽  
Ahlam Eidah Alzahrani
Keyword(s):  
Nursing Students ◽  
Service Quality ◽  
Clinical Training ◽  
Educational Institution ◽  
Educational Service ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Factors Affecting ◽  
Perceived Service Quality ◽  
Undergraduate Nursing

This study investigated nursing students’ perceptions towards educational service quality provided by specialty departments at the Faculty of Nursing, Alexandria University. It also identified barriers and offers recommendations for improvement. A cross-sectional descriptive design was carried out utilizing a SERVPERF-based survey developed by Cronin and Taylor (1992) to measure students’ perceptions towards educational service quality. The participants’ responses to the reliability dimension (75.5 ± SD 12.7) were the highest scoring, while participants’ perceptions to the tangibles dimension were the lowest (61.0 ± SD 17.5). Further, students’ opinions regarding barriers to quality services were related to “limited time for study” and “inadequate equipment for clinical training”. Responses to positive factors affecting the quality of services were “accuracy of work”, “effective communication”, and “gaining new knowledge”, as perceived by students. The highest perceived service quality dimension among students was reliability followed by assurance, empathy, responsiveness, and tangibles. Moreover, the majority of students expressed that the Faculty of Nursing gave them prestige in the community, they were happy to study nursing, and they would not study in another higher educational institution even if they had an opportunity to do so.

scholarly journals The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: A Cross-Sectional Survey

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Homood A. Alharbi ◽  
Adel F. Almutairi ◽  
Eyad M. Alhelih ◽  
Abdualrahman S. Alshehry
Keyword(s):  
Saudi Arabia ◽  
Nursing Students ◽  
Learning Style ◽  
Final Analysis ◽  
Learning Preferences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Common Learning

Objective.The present study aimed to identify the most common learning preferences among the nursing students in Saudi Arabia and to investigate the associations of certain demographic variables with the learning preferences.Methods.All the undergraduate nursing students in the nursing college were requested to participate in this descriptive cross-sectional study. An Arabic version of the Felder-Silverman learning style model (FSLSM) questionnaire was used to examine the learning preferences among undergraduate nursing students.Results.A total of 56 (43%) completed questionnaires were included in the final analysis. Results of the present study indicate that the most common learning preferences among the nursing students were visual (67.9%), followed by active (50%) and sequential (37.5%) learning preferences. The verbal style was the least common learning preference (3.6%) among the nursing students. There was no association between gender and learning preferences (p>.05).Conclusion.The present study concluded that the visual, active, and sequential styles are the commonest learning preferences among the nursing students. The nursing educators should emphasize the use of this information in their teaching methods to improve learning skills among the nursing students.

scholarly journals Undergraduate nursing students' knowledge about palliative care and attitudes towards end-of-life care: A three-cohort, cross-sectional survey

2019 ◽  
Vol 74 ◽  
pp. 7-14 ◽  
Author(s):  
Maria Dimoula ◽  
Grigorios Kotronoulas ◽  
Stylianos Katsaragakis ◽  
Maria Christou ◽  
Stavroula Sgourou ◽  
...  
Keyword(s):  
Palliative Care ◽  
Nursing Students ◽  
End Of Life ◽  
End Of Life Care ◽  
Life Care ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals Perceived Promoters of and Barriers to Use of a Learning Management System in an Undergraduate Nursing Program

2018 ◽  
Vol 13 (02) ◽  
pp. 226 ◽  
Author(s):  
Fuad Alhosban ◽  
Samantha Ismaile
Keyword(s):  
Nursing Students ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Utilization Data ◽  
Barriers To Use

Effective presentation of information is essential in teaching and learning. We assessed the promoters of and barriers to utilization of a learning man-agement system, namely Blackboard (Blackboard Inc., Washington DC, USA), by undergraduate nursing students. We investigated their utilization of Blackboardand provided recommendations to improve their teaching and learning. We conducted a cross-sectional survey of 304 women in their second to fourth years of study using a validated questionnaire that evalu-ated their perceptions of Blackboard utilization. Data were collected be-tween January and February 2017 and analyzed using descriptive and com-parative statistics. The response rate was 67.5%. The most frequently report-ed promoters of Blackboard utilization were factors related to obtaining course specifications, materials, and grades (means: 3.54  1.18, 3.54  1.25, and 3.55  1.34, respectively). The most commonly mentioned barriers to Blackboard utilization were factors related to loss of communication and feedback from educators (mean: 4.21  1.05). Our results revealed that students experiences of using such systems are often negative, especially in terms of communication, interaction, and feedback. Investment in staff training and creation of new roles to monitor, maintain, and audit the quali-ty of such systems are recommended.

scholarly journals Self-reported confidence in patient safety competencies among Chinese nursing students: a multi-site cross-sectional survey

2019 ◽  
Author(s):  
fei fei huang ◽  
xiaoying shen ◽  
Xue Lei Chen ◽  
liping he ◽  
Sufen Huang ◽  
...  
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Adverse Events ◽  
Professional Education ◽  
Online Survey ◽  
Safety Skills ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Abstract Background Nursing interns are an important backup force for nursing professionals, so efforts to strengthen their patient safety (PS) competencies are a major priority. To do so requires assessing the strengths and weaknesses of Chinese nursing students’ PS competence and identifying the influencing factors. Methods This was a multi-site, cross-sectional, web-based study that was carried out between September 2018 and January 2019. Participants A national online survey was completed by 732 Chinese undergraduate nursing students. Main outcome measures Our primary outcome factor was the Health Professional Education in Patient Safety Survey score. We also collected socio-demographic and clinical practice-related characteristics as independent variables. Results Chinese undergraduate nursing students were fairly confident in their clinical safety skills but less confident in what they learned about sociocultural or context-dependent aspects of PS and speaking up about PS, including effective communication and understanding human and environmental factors. Less than half of the students felt that they could approach someone engaging in unsafe practice and were reluctant to voice concern about adverse events. We observed significant differences in PS competence between students from different regions, across different PS learning styles (self-study and classroom theoretical study), with different self-assessed PS competence levels, and with experiences of adverse events( p <0.05). These factors accounted for almost 15% of the total variance in PS competence scores (adjusted R 2 =0.15， p =0.00). Conclusions The results of this study provide a better understanding of PS competence among final-year nursing students. Our findings may help nursing educators or healthcare organizations to cultivate and improve PS competence by establishing documented policies or by improving the efficacy of intervention.

scholarly journals Self-reported confidence in patient safety competencies among Chinese nursing students: a multi-site cross-sectional survey

2019 ◽  
Author(s):  
fei fei huang ◽  
xiaoying shen ◽  
Xue Lei Chen ◽  
liping he ◽  
Sufen Huang ◽  
...  
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Adverse Events ◽  
Professional Education ◽  
Online Survey ◽  
Safety Skills ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Abstract Background Nursing interns are an important backup force for nursing professionals, so efforts to strengthen their patient safety (PS) competencies are a major priority. To do so requires assessing the strengths and weaknesses of Chinese nursing students’ PS competence and identifying the influencing factors. Methods This was a multi-site, cross-sectional, web-based study that was carried out between September 2018 and January 2019. A national online survey was completed by 732 Chinese undergraduate nursing students. Our primary outcome factor was the Health Professional Education in Patient Safety Survey score. We also collected socio-demographic and clinical practice-related characteristics as independent variables. Multiple stepwise linear regression was performed to identify predictors of PS competence. Results Chinese undergraduate nursing students were fairly confident in their clinical safety skills but less confident in what they learned about sociocultural or context-dependent aspects of PS and speaking up about PS, including effective communication and understanding human and environmental factors. Less than half of the students felt that they could approach someone engaging in unsafe practice and were reluctant to voice concern about adverse events. We observed significant differences in PS competence between students from different regions, across different PS learning styles (self-study and classroom theoretical study), with different self-assessed PS competence levels, and with experiences of adverse events(p<0.05). These factors accounted for almost 15% of the total variance in PS competence scores (adjusted R2=0.15，p=0.00). Conclusions The results of this study provide a better understanding of PS competence among final-year nursing students in China. Our findings may help nursing educators or healthcare organizations to cultivate and improve PS competence by establishing documented policies or by improving the efficacy of intervention.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

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