The impact of tutoring on nursing students' clinical judgment: A quasi-experimental study.

BACKGROUND: Nurses' lack of clinical judgment often leads to adverse patient outcomes due to failure to recognize clinical deterioration, intervene, and manage complications. Teaching clinical judgment through a nursing process can help nursing students provide safe and competent patient care with improved health outcomes and to pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN). AIMS: The aim of this study was to examine the effect of tutoring on clinical judgment of undergraduate nursing students utilizing Lasater's Clinical Judgment Rubric (LCJR). This study also compared the clinical judgment of male and female nursing students and students from different semester levels. METHODS: This quasi-experimental study utilized a single group pretest, posttest design. A convenience sample of n = 40 undergraduate nursing students from the Los Angeles County College of Nursing and Allied Health participated in the study. The participants underwent a pretest simulation, four sessions of the Clinical Judgment Model (CJM)-based tutoring, and a posttest simulation. RESULTS: The posttest clinical judgment scores (35.70 ± 3.6) were significantly different from the pretest scores (25.78 ± 5.20). The tutoring had a significant effect on the clinical judgment of nursing students t(39) = -11.64, n = 40, p < .001, at 95% CI of the mean difference. LINKING EVIDENCE TO ACTION: Enhancing nursing students' clinical judgment is crucial to provide high-quality, safe patient care with improved health outcomes. The CJM-based tutoring is an effective strategy for developing clinical judgment in nursing students. This new teaching approach can train students to critically think, develop clinical judgment, and prepare for the complex healthcare environment. Therefore, nurse educators should focus on integrating clinical judgment into the prelicensure nursing program curriculum as a priority.

Health-promoting behaviors among American and Lebanese nursing students.

BACKGROUND: Although there are well-known benefits of maintaining a healthy lifestyle, few nursing students practice health-promoting behaviors (HPBs). AIMS: The aim of this study was to compare the HPBs of undergraduate nursing students from two different cultures-the United States of America (U.S.), a high-income country, and Lebanon, a low-income country. METHODS: A cross-sectional, descriptive study included 320 undergraduate nursing students, of which 200 were from the U.S. and 120 were from Lebanon. RESULTS: The results indicated significant differences between the groups in their HPBs, as measured by the total Health-Promoting Lifestyle Profile-II score of t(318) = 6.66, p = .001, and its subscales of health responsibility, t(318) = 5.06, p = .001; physical activity, t(318) = 6.29, p = .001; interpersonal relations, t(318) = 4.24, p = .001; nutrition, t(318) = 3.54, p = .001; spiritual growth, t (318) = 3.05, p = .002; and stress management, t(318) = 3, p = .003. LINKING EVIDENCE TO ACTION: The significant differences in HPBs of nursing students from two different countries indicated that cultural factors may influence students' healthy lifestyle. Therefore, nursing education should consider exploring strategies that promote student participation in health-promoting activities.

Health-promoting behaviors and self-efficacy among nursing students in times of uncertainty.

BACKGROUND: Nursing students are often faced with academic and personal stressors that threaten their Health-Promoting Behaviors (HPB) and well-being. Research on how living in a context of high political uncertainty can impact nursing students' HPB is limited. The aim of this study was to investigate the associations between HPB and self-efficacy among nursing students in a context of high political uncertainty. METHODS: This was a cross-sectional, descriptive study that included 120 undergraduate nursing students from Lebanon who completed an electronic self-reported questionnaire. RESULTS: The results indicated that HPB measured by HPLP-II scores were negatively correlated with overall uncertainty scores (r = -.29, p < .01) and positively correlated with the General Self-Efficacy (GSE) scale scores (r = .41, p < .001). Results from the multiple linear regression model indicated that physical activity frequency and GSE were independent predictors of the total health-promoting lifestyle profile and the model explained 30.28% of the variance in the total HPLP-II scale. LINKING EVIDENCE TO ACTION: This study further emphasizes the importance of regular physical activity (at least 3 h a week) as a strategy to improve HPB among nursing students. Culturally sensitive strategies that aim to enhance HPB should be embedded in undergraduate nursing curricula. Public health nurses and university counselors should join efforts to develop strategies to maintain or enhance self-efficacy and to promote regular physical activity among nursing students. Future research should further study the association between self-efficacy, resilience, and uncertainty in contexts of ongoing conflicts.

Comparison of Health-Promoting Behaviors of Nursing Students From Different Racial/Ethnic Groups.

BACKGROUND: Despite the known benefits of maintaining a healthy lifestyle in preventing many health-related issues, few nursing students practice health-promoting behaviors (HPB). METHOD: This cross-sectional, descriptive, correlational study included 866 undergraduate nursing students who were members of the National Student Nurses' Association. RESULTS: The difference in mean Health-Promoting Lifestyle Profile-II scores between White people and Asian Americans was statistically significant (F [4, 861]) = 2.95, p = .019). The difference in the mean self-efficacy scores between Black people and Asian Americans also was statistically significant (F [4, 861] = 4.41, p = .002). The regression model was significant (F [1, 862] = 6.683, p = .001, R2 =.235)], and self-efficacy (ß = .457, t = 15.178, p = .001) significantly predicted nursing students' HPB. CONCLUSION: The differences between racial/ethnic groups noted in this study indicate nursing faculty need to render culturally sensitive interventions to promote self-efficacy and HPB among undergraduate nursing students. [J Nurs Educ. 2021;60(9):500-508.].