The effect of loneliness on interpersonal sensitivity among nursing undergraduates: a chain mediation role of problematic internet use and bedtime procrastination.

BACKGROUND: Loneliness was associated with interpersonal sensitivity, but the factors contributing to this relationship in nursing students remain unclear. This study investigated the relationship between loneliness and interpersonal sensitivity among nursing undergraduates, with a specific focus on the mediating roles played by problematic internet use and bedtime procrastination. METHOD: This study was conducted as a cross-sectional survey at a university in China between November and December 2022. Data were collected using a self-administered online questionnaire that included demographic characteristics, the Three-Item Loneliness Scale (T-ILS), the Chinese Version of Short Form of Interpersonal Sensitivity Measure (IPSM-CS), the 6-item short form of the Problematic Internet Use Questionnaire (PIUQ-SF-6), and the Bedtime Procrastination Scale (BPS). Pearson correlation analysis was employed to explore the relationships among loneliness, interpersonal sensitivity, problematic internet use, and bedtime procrastination. Structural equation modeling (SEM) was conducted using AMOS software to examine the mediating role of problematic internet use and bedtime procrastination between loneliness and interpersonal sensitivity. RESULTS: Loneliness was positively related to interpersonal sensitivity among nursing undergraduates (ß = 0.44, P < 0.001). There was a significant chain mediation role of problematic internet use and bedtime procrastination in the relationship between loneliness and interpersonal sensitivity. CONCLUSIONS: The study contributed to deepening the understanding of the relationship between loneliness and interpersonal sensitivity and provided valuable insights into the improvement of interpersonal sensitivity in nursing undergraduates.

Factors influencing nursing undergraduates' motivation for postgraduate entrance: a qualitative inquiry.

BACKGROUND: The demand for nursing professionals with advanced education and specialized knowledge is growing, which encourages nursing undergraduates to pursue postgraduate studies. Therefore, an in-depth investigation into the barriers and facilitators affecting the motivation of nursing undergraduates to take postgraduate entrance exams was necessary. This may provide more targeted recommendations for the formulation of relevant policies and the provision of student support. The purpose of this study is to explore the barriers and facilitators affecting the motivation of nursing undergraduates for postgraduate entrance examination. METHODS: Data for this study were collected from in-depth semi-structured interviews with 15 nursing undergraduates from Nantong University between October and December 2023. Thematic analysis was employed to analyze the data. RESULTS: Four barriers were identified, including study pressure and internship fatigue, self-doubt and fear of failure, employment pressure, and lack of information and resources. Four facilitators were also identified, including the desire to upgrade academic qualifications and professional skills, career development and transition, escaping clinical work and delaying employment, as well as the power of role models, and social support. CONCLUSIONS: The findings may help nursing undergraduates navigate the path to postgraduate entrance exams more effectively and ultimately succeed in their studies and future careers. The study underscores the importance of addressing these barriers and leveraging these facilitators to support the holistic development of nursing students.

Longitudinal relationships among career adaptability, resilience, and career commitment in chinese nursing undergraduates: testing differences in career interest between cross-lagged models.

PURPOSE: Various physiological and psychological negative situations experienced by nurses as a result of COVID-19 pandemic have been shown to increase their perception of organizational difficulty and decrease their career commitment, thereby accelerating the turnover rate of nurses. Resilience and career adaptability have important influences on career commitment, so there is a need to evaluate the relationships between them and the underlying mechanisms. PATIENTS AND METHODS: Using a cross-lagged design, the Career Adaptability Scale, the Chinese version of career commitment, and Davidson's Resilience Scale as research methods, we studied 692 nursing students for two consecutive years to evaluate the relationship among career adaptability, resilience, and career commitment. RESULTS: Career adaptability at T1 substantially and positively predicts the career commitment at T2. Career adaptability and resilience are mutually predictive. No interaction is found between resilience and career commitment over time. There is a substantial difference in the cross-lagged relationship among career adaptability, resilience, and career commitment for low- and high-career interest. CONCLUSION: Our results show the importance of developing career commitment early on. Developing career adaptability, enhancing resilience, and increasing career interest in nursing students might help to increase career commitment.

Subgroups of self-directed learning ability and their differences in professional identity among nursing undergraduates during the COVID-19 pandemic: a latent profile analysis.

BACKGROUND: Promoting self-directed learning (SDL) among nursing undergraduates is crucial to meet the new requirements of the healthcare system and to adapt to online learning contexts during the COVID-19 pandemic. Therefore, identifying the classification features of SDL ability and developing targeted interventions are both critical. Professional identity (PI) may contribute to the cultivation of SDL ability, but their relationship remains relatively unknown. This study aimed to explore the subgroups of SDL ability and their differences in PI among nursing undergraduates during the COVID-19 pandemic. METHODS: A total of 2438 nursing undergraduates at four universities in China were enrolled in this cross-sectional study from November 2021 to February 2022. The Self-Directed Learning Scale of Nursing Undergraduates (SLSNU) and the Professional Identity Scale for Nursing Students (PISNS) were administered. A latent profile analysis was performed to explore SDL ability latent profiles. Multinomial logistic regression analysis was conducted to examine the predictors of profile membership, and a one-way analysis of variance was applied to compare the PI scores in each latent profile. RESULTS: Three latent profiles were identified and labeled 'low SDL ability' (n = 749, 30.7%), 'low initiative of help-seeking' (n = 1325, 54.4%) and 'high SDL ability' (n = 364, 14.9%). Multinomial logistic regression analysis suggested that nursing undergraduates who voluntarily chose a nursing major, had served as a student cadre, and had participated in clinical practicum were less likely to be included in the "low SDL ability" group. The average PI score was statistically different across the three profiles (F = 884.40, p < 0.001). CONCLUSION: The SDL ability among nursing undergraduates was divided into three profiles, and results show that promoting PI may effectively foster SDL ability. This study highlights the importance of targeted interventions by considering their distinct SDL ability patterns, especially during the COVID-19 pandemic.

Formulation of teaching strategies for graduation internship based on the experiential learning styles of nursing undergraduates: a non-randomized controlled trial.

PURPOSE: To formulate scientific and effective teaching strategies for the graduation internship of nursing undergraduates, in order to improve their holistic clinical competence. METHOD: A before-after self-controlled study with cluster sampling was performed on the 78 senior nursing undergraduates that underwent a graduation internship at the department. Students were required to fill in the Kolb's Learning Style Questionnaire and Holistic Clinical Assessment Tool on the date of admission to assess their learning style characteristics and holistic clinical competence, according to which targeted teaching strategies for their graduation internship were formulated. When leaving the department, the students were required to fill in the Holistic Clinical Assessment Tool again to assess the changes in their learning skills after rotation. RESULTS: In terms of learning methods, nursing students scored 23.87 ± 6.11, 29.57 ± 5.03, 37.85 ± 6.87, and 28.73 ± 6.70 in Concrete Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation, respectively. When the learning styles were ranked by composition ratio, 46 students (58.9%) were assimilators, 18 (23.1%) were convergers, 9 (11.5%) were divergers, and 5 (6.4%) were accommodators. The holistic clinical competence of students after rotation was significantly improved compared to before rotation (P < 0.01). CONCLUSION: Clinical teaching strategies for graduation internship that are formulated according to the experiential learning style of nursing undergraduates can effectively improve their learning skills and holistic clinical competence.

Factors associated with information literacy of nursing undergraduates in China.

OBJECTIVE: Information literacy is an important foundation for evidence-based nursing practice. Quantitative studies using validated questionnaires on information literacy of nursing undergraduates in China are rare. The students' baseline information literacy must be evaluated before exploring ways to improve their level of information literacy. This study aimed to investigate the factors potentially involved in the information literacy of nursing undergraduates. METHODS: In this cross-sectional study, male and female nursing undergraduates (n = 710) from Inner Mongolia, China were included in the final sample. The Information Literacy Competency Scale of the Applied Undergraduate Student (ILCSAUS) was used for evaluation. Multivariate stepwise linear regression analysis was performed to assess the association between various factors associated with information literacy. RESULTS: The students' information literacy score was 105.00 (94.00-119.00). The highest score in the four dimensions was information awareness dimension, and the average score was 4.00 (3.80-4.40). Multivariable stepwise linear regression analysis showed that received training in medical statistics, received training in literature retrieval and utilization, and birth place were independently associated with information literacy scores (p < 0.05). CONCLUSIONS: Results indicate that learning about medical statistics, literature retrieval and utilization, and paying attention to students born in countries and towns can help improve information literacy in the nursing undergraduates.

A qualitative exploration of nursing undergraduates' perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study.

BACKGROUND: Although the benefits of using a flipped classroom in nursing education have been reported, there are few published studies attempting to understand students' subjective experiences with scaffolding in a flipped classroom and the challenges they face as a result of this type of educational change. The purpose of this study was to describe students' perspectives of scaffolding in the Flipped Classroom of the Fundamental Nursing Practice Course (FNPC-FC). METHODS: Thirty-four undergraduates were recruited and separated into four groups in the study. The data was collected through semi-structured focus group interviews. Thematic analysis was conducted to analyze the data in order to determine the themes in the interview transcriptions. RESULTS: The research revealed two primary themes with associated sub-themes: 1) challenging learning experience, and 2) teacher-student interaction. CONCLUSIONS: Students will confront substantial challenges as scaffolding strategies are implemented in the flipped classroom. On the other hand, scaffolding in the flipped classroom can successfully train students to be self-directed learners and equip them with nursing skills when students are given appropriate support.

Evaluation of learning environment among Nursing undergraduates in state universities, Sri Lanka.

BACKGROUND: The learning environment is a vital part of the undergraduate curriculum which enable to delivery of quality education in the stipulated time. Therefore, this study aimed to evaluate the learning environment among BSc. Nursing undergraduates in Sri Lankan state universities. METHODS: A descriptive cross-sectional study was conducted among 161 final year BSc. Nursing undergraduates in six state universities. Socio-demographic characteristics were collected using a self-administered questionnaire. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to evaluate the learning environment in Perception of learning (SPL), Perceptions of teaching (SPT), Academic self-perceptions (SASP), Perceptions of the atmosphere (SPA), and Social self-perceptions (SSP). Based on the SPL, SPT, SASP, SPA, and SSP domains, the overall score of learning environment was ranged from 0 to 200 and then the overall score was classified into four categories such as poor (0-50), many problems (51-100), more positive than negative (101-150) and excellent (151-200). One-way Analysis of Variance (ANOVA) and t-test were used to determine the difference in the subscales and the overall scale. RESULTS: The mean age of the students was 24.9 ± 0.9 years. The overall score of the learning environment was 127.1 ± 14.3. Student's Perception of learning showed the highest mean score of 31.1 ± 3.9 while the social self-perception showed the lowest score (mean 16.4 ± 3.1). A significant group effect was observed in SPL and SPT subdomains among state universities while no significant group effect was observed in other subdomains. Furthermore, participating in extracurricular activities, travelling time to the faculty, and gender were observed as associated factors for the learning environment among BSc. Nursing undergraduates in state universities. CONCLUSIONS: Although the overall learning environment of BSc. Nursing undergraduates in state universities in Sri Lanka was within more positive than negative category, none of the university reaches to the excellent category. Therefore, each university should have improved their subdomains of learning environment to reach excellent category through addressing the gaps of curricular and extracurricular activities in the future.

Moral distress of nursing undergraduates: Myth or reality?

INTRODUCTION: During their education process, nursing undergraduates experience ethical conflicts and dilemmas that can lead to moral distress. Moral distress can deprive the undergraduates of their working potential and may cause physical and mental health problems. OBJECTIVE: We investigated the experiences of the undergraduates in order to identify the existence of moral distress caused by ethical conflict and dilemmas experienced during their nursing education. Ethical considerations: This study was designed according to the principles of research with human beings and was approved by the Human Research Ethics Committee. METHOD: A qualitative multiple-case study. Two federal higher education institutions were surveyed, from which 58 undergraduates in nursing participated in the study. The undergraduates were undergoing their professional training. The data were collected through focus groups and were submitted to thematic content analysis, with the resources of the ATLAS TI 7.0 software. RESULTS: Moral distress in undergraduates is a reality and was identified in three axes of analysis: (1) moral distress is experienced by undergraduates in the reality of healthcare services, (2) the teacher as a source of moral distress, and (3) moral distress as a positive experience. CONCLUSION: The undergraduates in nursing manifest moral distress in different stages of their education, particularly during their professional training. The academic community should reflect and seek solutions for the reality of moral distress in undergraduates.

Deep learning and its associated factors among Chinese nursing undergraduates: A cross-sectional study.

BACKGROUND: Adequate professional preparation of nursing undergraduates is conducive to developing health care careers. Deep learning is important for enhancing nursing competencies and the overall quality of students. However, limited research has been conducted to explore deep learning and its associated factors for students in higher nursing education. OBJECTIVE: To describe the level of deep learning and explore its associated factors among Chinese nursing undergraduates. DESIGN: A cross-sectional study. SETTING: This study was conducted at a medical university in Anhui Province, China. PARTICIPANTS: Convenience sampling was used to survey 271 nursing undergraduates between July and September 2023. METHODS: The survey included questions about general information, deep learning, and critical thinking disposition. Nonparametric tests were used to distinguish the intergroup differences. Correlations were evaluated using Spearman's rank correlation analysis. Hierarchical multiple regression analysis was performed to determine the influencing factors. RESULTS: The deep learning score of the nursing undergraduates was 3.82 (3.56, 4.00). Hierarchical multiple regression analysis revealed that gender (ß = 0.10, P = 0.044), experience as a student leader (ß = 0.10, P = 0.049), and critical thinking disposition (ß = 0.60, P = 0.000) significantly impacted deep learning. All the variables explained 41.1 % of the total mean score variance for deep learning. CONCLUSION: Chinese nursing undergraduates showed upper-middle levels of deep learning. Gender, experience as a student leader, and critical thinking disposition were significantly associated factors of deep learning. Nursing educators should provide targeted interventions for deep learning to facilitate the professional competencies of these students.

Awareness of sickle cell disease among nursing undergraduates in Farasan: Its interference with malaria.

Aim: The present study was conducted to generate data on awareness and incidence of sickle cell disease (SCD) and also to adduce the widespread myths peddled about SCD. Materials and Methods: Students studying in the Department of Nursing were recruited. A pretested, self-administered sickle cell assessment questionnaire was distributed electronically through WhatsApp group to collect necessary data. Participants were screened for malaria by thin blood smear analyses, and their hemoglobin (Hb) contents (g/dL) were determined by Sahli's haemoglobinometer. Statistical analyses were done using Origin (version 8.1, USA). A reliability study was performed for the validity of questionnaire data. Results: Study participants had significantly high awareness regarding SCDs (89.9%, P < 0.001). Most participants (96.3%) were aware about government policy regarding premarital screening for genetic disorders and replied that the government has strict health policies backed by equally robust laboratory diagnostics. Moreover, none of the participants had SCDs, although their parents had a consanguineous marriage. Thin blood smear analyses of participants did not reveal any cases of Plasmodium falciparum. However, significant percentages (33.1%) were found to be anemic, probably due to their dietary habits and lifestyles, as has been reflected by questionnaire analyses. Furthermore, a very less number of students had knowledge about genetic variations that might occur in malaria-endemic regions after long exposure to offer protection from malaria. Knowledge about management practices was also lacking among study participants (29%). Conclusion: This research points to the necessity that the nursing study plan should focus on providing specific training on management skills and preventive measures for SCDs, which is of paramount importance.

The mediating role of resilience between emotional intelligence and academic procrastination in nursing undergraduates: A cross-sectional study.

AIM: To investigate the relationship among emotional intelligence (EI), resilience and academic procrastination (AP), and provide suggestions for the development of targeted intervention strategies and lowering of AP level of nursing undergraduates. DESIGN: A cross-sectional study. METHODS: Three provincial universities offering nursing courses in China were investigated in this study. A convenience sample of 256 nursing undergraduates from May 2021 to September 2021 were recruited, with a response rate of 91.4%. Data were collected using face-to-face interviews. The survey tools included the General Information Questionnaire, Academic Procrastination Scale, Emotional Intelligence Scale and Resilience Scale. IBM SPSS v19.0 and Amos 22.0 were used for data analysis. RESULTS: The AP of sampled nursing undergraduates was at the middle level (54.4 ± 21.5). The AP of nursing undergraduates was negatively correlated with EI and resilience. Moreover, the analysis on the mediating role of resilience via structural equation model showed a good fit, with χ2/df = 2.34, RMSEA = 0.07, CFI = 0.99, GFI = 0.95, TLI = 0.98. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.

Knowledge of Non-Invasive Biomarkers of Breast Cancer, Risk Factors, and BSE Practices Among Nursing Undergraduates in Farasan Island, KSA.

Background of the Study: Mammograms are sometimes met with issues of overdiagnosis and underdiagnosis; therefore, they are less reliable in identifying cancer in women with dense breasts. As a result, it is critical to be aware of other sensitive screening techniques for the early diagnosis of breast cancer. Aim: The ultimate objective of this study was to assess the knowledge of nursing undergraduates regarding non-invasive biomarkers, such as volatile organic compounds in breath, nipple aspirate fluid, sweat, urine, and tears, for the early detection of breast cancer to help improve patient care, determine the risk factors, and encourage practice of breast self-examination. Methods: Cross-sectional research was done in the Department of Nursing at Farasan campus using a self-structured questionnaire as the study tool. A total of 260 students willingly participated. The study tool had evaluation questions focused on the non-invasive biomarkers of breast cancer, risk factors, and breast self-examination practices to collect data. The data were subjected to descriptive and inferential statistics. The statistical significance was calculated at P < .05. Data analyses were done using Microsoft Excel (2013). Results: A significant knowledge gap existed among the study participants about the non-invasive biomarkers of breast cancer. A lesser percentage of students (25%) stated that they do breast self-examination on a monthly basis. The most common reasons for not doing the breast self-examination were "not knowing how to do the breast self-examination" (77.3%), fear of a positive diagnosis (53.9%), thinking that they are not at risk as all were in their teens and hence not required (44.7%), and lack of time (48.7%). Age and frequency of breast self-examination were significantly associated (P < .05) as those few students (22.7%) who were doing breast self-examination practices every 2-4 months belonged to a higher study year. Furthermore, knowledge regarding incidence rates and health care expenditure by the government on breast cancer was also significantly low (P < .05). Conclusions: Outcomes would help prioritize actions to help future nurses better understand breast cancer, allowing them to extend patient care in the best way possible.

Nursing undergraduates' media competence in the context of health communication and its relationship to professionalism.

AIMS: To investigate the association between professionalism and social media competence among Chinese mainland nursing undergraduates. DESIGN: This study employed a cross-sectional descriptive correlation design. PARTICIPANTS: From June to July 2021, 797 nursing students from four nursing colleges in Jiangsu Province, China, were chosen using stratified cluster sampling. METHODS: The questionnaire included the Chinese version of the Nursing Professionalism Scale and the Social Media Competency Scale. The association between professionalism and social media competency was examined using Pearson's correlation analysis. RESULTS: The professionalism of nursing undergraduates (average scores:70.44 ± 8.82) was at a medium level. Social media self-efficacy, performance expectancy, facilitating conditions and social influence (3.76 ± 0.75, 3.87 ± 0.60, 3.53 ± 0.69, 3.41 ± 0.76) were at a medium-high level, while social media experience and effort expectancy (3.03 ± 0.72, 2.60 ± 0.59) were at medium and low levels. Among nursing undergraduates, professionalism was related to social media competence, among which, professionalism was positively correlated with social media self-efficacy (r = 0.40, p < 0.01), social media experience (r = 0.50, p < 0.01), performance expectancy (r = 0.34, p < 0.01), facilitating conditions (r = 0.41, p < 0.01), but negatively correlated with effort expectancy (r = -0.10, p < 0.01). CONCLUSION: The professionalism of nursing undergraduates is related to social media. The scores of social media self-efficacy, social media experience, performance expectancy and facilitating conditions of nursing students with high professionalism were higher than those of nursing students with low professionalism. IMPACT: This study suggests that developing a course on health communication on social media can help nursing students improve their professionalism. PATIENT OR PUBLIC CONTRIBUTION: Participants completed a survey via the online survey platform Wenjuangxing.

Cognitive engagement of nursing undergraduates in blended learning: A parallel mixed method study.

BACKGROUND: Blended learning is being integrated into undergraduate nursing education at all levels and from all directions. Cognitive engagement is not only an embodiment and guarantee of students' engagement into the curriculum from a cognitive level, deep engagement and high-level thinking, but also an important indicator of whether students are effectively engaged in the blended learning curricula. However, no studies have been seen to investigate the cognitive engagement of nursing undergraduates in the blended learning curricula and its influential factors. OBJECTIVES: To explore nursing undergraduates' cognitive engagement during the blended learning curricula and its influential factors. DESIGN: A convergent parallel mixed-methods was used. Data were collected between November 2021 and May 2022, inclusive. SETTINGS AND PARTICIPANTS: The study was carried out in the nursing school at a university in China. Participants including students undertaking entry to the blended learning curricula. METHODS: In the quantitative component (n = 142), participants' cognitive engagement was investigated and factors associated with it were examined using univariate analysis, correlation analysis and multiple regression analysis. During this period, personal, semi-structured interviews were conducted with a subset of these participants (n = 15) to understand participants' cognitive engagement experiences. RESULTS: The cognitive engagement of nursing undergraduates was at a moderate level and the cognitive engagement experiences were reflected in the four themes of Reconstitution, Connection, Elaboration and Retention. The influential factors of cognitive engagement were learning activities (ß = 0.226, p = 0.004), autonomy (ß = 0.158, p = 0.047), academic self-efficacy (ß = 0.311, p < 0.001, ß = 0.271, p < 0.001) and social interaction (ß = 0.358, p < 0.001). CONCLUSIONS: The cognitive engagement of nursing undergraduates in the blended learning curricula needs to be improved. To maximize promote cognitive engagement of nursing undergraduates in the blended learning curricula, educators should design diverse learning activities, engage in high quality social interactions with students, and maximize students' autonomy and self-efficacy.

Effectiveness of health communication courses on professionalism and social media competence among nursing students: A randomized controlled trial.

BACKGROUND: The shaping and cultivation of professionalism of nursing students is very important for the improvement and retention of nursing workers' quality. In the context of social media, it is challenging for nursing students to use social media for health education. Health communication course has the potential to cultivate professionalism and social media competence of nursing students, but its role still needs to be explored. OBJECTIVE: To evaluate the effectiveness of health communication course intervention on improving the professionalism and social media competence of nursing students. DESIGN: A randomized controlled trial. METHODS: The recruited nursing students were randomly divided into the intervention group (N = 50) and the control group (N = 51). The control group received routine nursing education. Intervention group received routine nursing education and health communication education courses. Both groups were required to submit a health communication work on any topic. The Nursing Professionalism Scale、Social Media Self-efficacy Scale and Social Media Experience Scale were used to evaluate the professionalism and social media competence of nursing students. The primary analysis used linear mixed models and followed the intention-to-treat principle. RESULTS: The professionalism, social media self-efficacy and social media experience of students in the two groups were significantly improved, and the improvement of nursing students in the intervention group was higher than that in the control group. After the intervention of health communication course, there were significant differences in professionalism (p < 0.001), social media self-efficacy (p = 0.006) and social media experience (p = 0.013) between the two groups. Social media self-efficacy have an effect on professionalism (ꞵ = 0.22, p < 0.001, 95 % CI 0.17-0.26). CONCLUSION: The health communication course significantly improved social media competence and professionalism, which was significantly different from the control group, revealing the educational value of the intervention. TRIAL REGISTRATION NUMBER: ChiCTR2200058425.

Improving Chinese nursing undergraduates' nurse-patient clinical communication competence in English: A study based on a target situation needs analysis.

Background: The internationalization of higher education has stimulated an ever-increasing demand for English for Medical Purposes (EMP) courses for nursing undergraduates in China. EMP courses are designed to provide learner-centered language instruction to satisfy students' English communication needs in the future workplace. To date, far too little attention has been paid to developing a well-rounded and theory-guided nurse-patient communication teaching model based on target needs analysis in nurse-patient communication. Objective: To develop an EMP teaching framework to improve Chinese nursing undergraduates' nurse-patient communicative competence in clinical settings based on target situation needs analysis. Methods: A survey of nurses' target situation needs analysis in clinical nurse-patient communication was conducted among nurses in five teaching hospitals in China. A teaching model was developed based on the survey analysis to improve nursing undergraduates' nurse-patient communicative competence. Results: A total of 411 nurses participated in this study. There were no significant differences in the overall satisfaction in target-situation communication and self-assessment in three-aspect communicative competence in clinical communication among nurses with different sociodemographic characteristics. Nurses with better self-assessment in the three-aspect communicative competence are more likely to satisfy their needs of nurse-patient clinical communication in target situation. Nurses self-reported the tasks and language skills commonly involved in nurse-patient clinical communication. A four-step teaching model was developed to respond to the findings of the target situation needs analysis. Conclusion: This study provides important insights into the essential role of employing and integrating a language communicative competence framework and a target-situation analysis framework in formulating a needs-driven and tailor-made EMP teaching model. Based on the previous framework, the teaching model is adapted and characterized by systematic and interconnected teaching steps, core target-situation topics, and a complete set of task forms, providing EMP instructors with operable scaffolds to help nursing students observe, analyze, practice, and assess nurse-patient communication. The study will be of significance for EMP researchers and instructors simulated to conduct further research and practice in English communication in the wider medical field.

The Current Status of Breastfeeding Knowledge and Its Influencing Factors in Nursing Undergraduates: A Cross-Sectional Study in China.

The aim of this study was to explore the breastfeeding knowledge of nursing undergraduates and the influencing factors. Human milk (HM) is one of the most effective nutritional supplies to improve early development and physical health, but the current status of breastfeeding in China is still not optimal. The breastfeeding knowledge of perinatal women influences their feeding beliefs and behavior. Nursing undergraduates, as core professionals who will care for perinatal women and provide feeding guidance in the future, can significantly affect feeding behavior of mothers and their babies, so their knowledge of breastfeeding may have a potential impact on breastfeeding in China. However, studies on breastfeeding knowledge among nursing undergraduates in China are limited. A convenience sampling method was conducted in four medical universities in China, and eligible nursing undergraduates were selected. An online survey was collected from 5 July 2022 to 5 August 2022. Categorical data were reported as number and percentage, while continuous data were reported as mean ± SD. Multivariate linear regression was used to evaluate the association between influencing factors and breastfeeding knowledge. The overall mean score of the 460 returned questionnaires was 43.991 out of 100. The pass rate of the questionnaire was only 23.04%. Nursing undergraduates had a relatively better grasp of the benefits of breastfeeding and related advice (correct rates: 67.83%). Birthplace, only child or not, the course in obstetrics and gynecological nursing, the course in pediatrics nursing, and placements in maternity or neonatology units were relevant factors for breastfeeding knowledge (p < 0.05). Nursing undergraduates showed unsatisfactory breastfeeding knowledge. It is urgent to raise the knowledge level of breastfeeding among nursing undergraduates. Medical colleges should optimally structure a curriculum of breastfeeding knowledge. Furthermore, it is also necessary to improve the public's understanding of breastfeeding and the whole society's attention to breastfeeding in China.

History-taking level and its influencing factors among nursing undergraduates based on the virtual standardized patient testing results: Cross sectional study.

BACKGROUND: History-taking is an essential skill for nurses. In nursing education, it is necessary to objectively assess history-taking skills in a way that accurately reflects differences among students. Current history-taking evaluation methods lack objectivity, consistency and standardization, which makes it difficult to identify factors that influence history-taking skill. A virtual standardized patient (VSP) can provide history-taking practice with repeatability and consistency. It can make objective and standardized assessment possible by eliminating the subjectivity of different teachers and patients. PURPOSE: To evaluate the history-taking skills of nursing undergraduates using a VSP, and to explore its independent influencing factors. METHODS: A cross-sectional design was employed with a sample of convenience from 3 universities. All 174 nursing undergraduates had their history-taking level evaluated using one VSP via computer or mobile terminal. For each query raised by the students, the VSP could give a preset response. The responses were assigned corresponding scores according to their importance, with a total score of 100. The students' general demographics were documented, and their self-efficacy, critical thinking and communication skills were measured online with the Nursing History-taking Self-Efficacy Questionnaire, Yoon's Critical Thinking Disposition Instrument and the Supportive Communicative Scale. Univariate analysis, Pearson correlation analysis and multiple linear regression were performed. RESULTS: The mean total history-taking score was 58.53 ± 14.32. History-taking scores were well discriminated among the students tested, with 10% of the students scoring above 80, 37% between 60 and 80, 22% between 50 and 60 and 31% scored below 50. The history-taking level of the nursing students was significantly associated with ethnicity, previous academic performance, and Supportive Communicative Scale scores. CONCLUSIONS: Using the VSP as a history-taking assessment method is an effective way to achieve a relatively objective, standardized and consistent assessment of history-taking education. Ethnicity, previous academic performance and supportive communication skills independently influenced the students' history-taking level. Mature history-taking skills require not only solid theoretical knowledge but good communication skills.

Salutogenesis and COVID-19 pandemic impacting nursing education across SEANERN affiliated universities: A multi-national study.

BACKGROUND: The COVID-19 pandemic has disrupted the lives of many. Particularly, nursing students experience greater stress as their normal curriculum is interrupted and some of them face the risk of being infected as frontline workers. Nursing faculty members may face similar struggles, in addition to developing teaching materials for online learning. Thus, it is important to examine the faculty members' and students' views on their ability to adapt during the pandemic to obtain a holistic view of how learning and training has been affected. DESIGN: The descriptive cross-sectional quantitative design was used. SETTINGS: Data were collected from Southeast and East Asian Nursing Education and Research Network (SEANERN) affiliated nursing institutions from January 2021 to August 2021. PARTICIPANTS: A total of 1897 nursing students and 395 faculty members from SEANERN-affiliated nursing institutions in Cambodia, Hong Kong, Indonesia, Japan, Laos, Malaysia, Philippines, Singapore, Thailand and Vietnam were recruited for this study. METHODS: Quantitative surveys were used to explore the satisfaction levels in education modalities, confidence levels, psychosocial well-being, sense of coherence and stress levels of nursing students and faculty members during the COVID-19 pandemic. RESULTS: Participants were mostly satisfied with the new education modalities, although most students felt that their education was compromised. Both groups showed positive levels of psychosocial well-being, despite scoring low to medium on the sense of coherence scale and experiencing great stress. The participants' sense of coherence was positively correlated with their psychosocial well-being and negatively correlated with stress levels. CONCLUSIONS: While the COVID-19 pandemic had negatively impacted the lives of nursing students and faculty members, most of them had a healthy level of psychosocial well-being. Having a strong sense of coherence was associated with better psychosocial health and lower stress levels. As such, it may be helpful to develop interventions aimed at improving the sense of coherence of nursing students and staff to help them manage stressors better.