Education nursing students' in Palliative Care and Pain Therapy: an observational study.

BACKGROUND AND AIM: University education plays an important role in the preparation of future nurses, especially in the care of dying patients, which is one of the most emotionally engaging aspects. The objectives of the study were to describe the attitudes of students in end-of-life care and to analyze the possible relationship with some socio-demographic variables, through an observational study. METHODS: Preliminarily, an analysis of the educational context of the Nursing Course  of the University of Parma was started, through a comparison of the university course with the recommendations of the MIUR concerning the teaching and learning of Palliative Care and Pain Therapy. Subsequently, a questionnaire containing the Frommelt Attitude Toward Care of the Dying Scale Form B and some socio-demographic context variables was administered to a sample of 109 students belonging to the CoS of Nursing in Parma. RESULTS: From the data collected, it emerged that university planning partly reflects the recommendations of the MIUR and how, on average, nursing students have described positive attitudes in all the dimensions investigated. Interesting is the presence of a positive relationship between the personal experiences of bereavement and the attitudes of the students. CONCLUSIONS: Nurses are essential in ensuring the quality of care provided to patients at the end of life; Nursing training in Palliative Care and Pain Therapy should include a complete and varied program (frontal activity, simulation, internship paths...) in order to develop positive student attitudes associated with high levels of satisfaction and improvement of the quality of care provided.

Health coaching for undergraduate nursing students: a pilot study for an action research.

BACKGROUND AND AIM: The Nursing undergraduate degree educational program represents an intensive and complex course, and includes a number of professionalizing practical internships, and for these reasons it requires an action to support and improve. Coaching is based on the premise that people have personal strengths and abilities which, through a interview, can be directed to solving their problems. Several studies demonstrate the efficacy of Health Coaching in different University, but never have been measured benefits regard skills improving. The objective of the study is to assess the impact of a health coaching program on the nursing students. METHOD: A pre-post quasi-experimental study was conducted, involving the activation of a Health Coaching Program for 25 nursing students selected through convenience sampling, based on their fulfillment of the inclusion criteria. The Health Coaching Program was administered by the Health Coaching Academy. RESULT: This study also evaluated parameters such as: level of concentration in study, motivation, problem solving and reorganization skills, study organization skills, psycho-physical-emotional state comprehension, decision-making skills and self-esteem, noting a statistically significant increase post-HC program. A statistically significant improvement was also found in the students' perception of their own stress management skills after the course. CONCLUSION: This study strengthens the hypothesis that HC programs contribute to improving performance of nursing students. Those conclusions need to be corroborated by future studies on the topic to further support the hypothesis that programs of HC within the learning nursing contexts can lead to a tangible benefit for students of the health professions.

Competence assessment of the clinical tutor: a multicentric observational study.

BACKGROUND AND AIM OF THE STUDY: In the international literature there are no validated tools which investigate clinical tutors' skills. The main objective of the study has been to describe the clinical nurse tutor's skills, required to properly train nursing students during their educational path. METHODS: In this observational study a non-probability sampling has been used. The study was led in two centers: the AOUPR of Parma and the AUSL of Parma, after obtaining the favorable opinion from the Ethics Committee of the Northern Emilia Large Section. The data have been collected by using a structured and self-given survey that investigated three areas. Each item has a 4-point Likert scale, in which 1 indicates "for nothing" and 4 "very much". The data have been analyzed with the statistical software IBM SPSS v.26 ® and with the open-source statistical software Jamovi v.1.6.9 (https://www.jamovi.org.). The number of factors in the original model was reduced using several established research steps and then evaluated for data quality and construct validity using principal component analysis and confimatory factor analysis. RESULTS: Among 397 administered questionnaires, only 300, which were considered valid, have been filled. The psychometric properties of the investigation tool turned out to be good in all the areas analyzed with a Cronbach alpha higher than 0.70. The extensive process resulted in a version with 4 factors. CONCLUSIONS: Nurses' answers have allowed to draw the required profile of the clinical tutors in the different organizational contexts. The results can target possible training proposals to create opportunities for the clinical tutors.

Nursing students' perception of the quality of clinical learning: a mixed methods inquiry.

BACKGROUND AND AIM: As part of the Nursing Degree Course, the "internship" period represents a strategic lever to systemize the fundamental combination of theoretical study and nursing practice. However, only a few studies have examined in depth students' perception of this experience. The aim of the study was to assess the quality of the places in which the University of Parma's Nursing students did their internships based on their experience. METHODS: Through a quantitative and qualitative study, students who had completed at least one clinical internship (n.200) were asked to fill out a self-report questionnaire on the quality of learning using the CLEQUEI scale (1) and answer a few social and demographical questions. In addition to the questionnaire, 24 narrative interviews (semi-structured) were conducted; these interviews deepened the significance of the assigned internship experience. RESULTS: Throughout all the clinical contexts that were analyzed, the dimension of the perceived quality of the internship averaged a value ≥ 44 (the minimum cut-off indicating the presence of necessary elements to promote the processes of quality clinical learning). The perceived quality dimension particularly stands out in the Pediatric Area, in which it amounted to a mean value of 66 (close to the maximum cut-off value of > 66). This result indicates the opportunity to further develop the processes used in students' quality clinical learning. The latter describe the internship as a moment of both personal and professional growth of fundamental importance in one's own training process. CONCLUSIONS: Overall, the University of Parma's Nursing students have a good perception of the quality of clinical learning. The significance of assigned internship presents some elements which are a relevant part of the new paradigm. However, there are still some aspects which need improvement, such as the necessity to reevaluate certain parts of the teaching organization of the professionalizing activities and of the clinical internships throughout the duration of the three-year course.