A virtual peer mentoring intervention for baccalaureate nursing students: A mixed-methods study.

BACKGROUND: Final-year baccalaureate nursing students can experience a significant amount of stress that negatively impacts their well-being, academic performance, and transition to professional practice. PURPOSE: This pilot study aimed to evaluate the impact of a Virtual Peer Mentoring (VPM) program using alumni mentors in addressing mental well-being, self-compassion, and professional development needs of final-year baccalaureate nursing students. METHODS: An explanatory sequential mixed-methods design was employed. The quantitative research used a quasi-experimental pretest-posttest design and quantitative data was collected using three validated instruments to assess mental well-being and self-compassion. The qualitative research used an individual and focus group interview design. Twenty-three mentees and eight mentors participated in the VPM program during the 2018-2019 academic year. RESULTS: Quantitative results showed that while mental well-being and self-compassion scores improved post-intervention, the change was not statistically significant. Qualitative analysis uncovered new insights into the participants' experiences and revealed three categories: (1) Continuation of the Mentoring Relationship; (2) Growth as a Recipient of Mentorship; and (3) Continual Development by Being a Mentor. The categories illustrate how mentees perceived benefits to their professional socialization, academic expectations, and well-being while mentors similarly expressed enrichment with their personal growth and professional development as a result of VPM. CONCLUSION: VPM was well-received by participants and show promise in supporting nursing students to manage academic, practice, and socialization challenges. Both mentors and mentees described gaining mutual benefits and professional and personal growth.

Evaluation of Experiences and Impact of Patient Engagement on e-Health Research: A Qualitative Study.

BACKGROUND: Health technology has increasingly moved toward adopting a "user-centred design" approach to include the user/patient throughout the innovation and design process; however, few studies have evaluated the patient's experience of such an engagement. OBJECTIVE: The aim of this study was to explore the role of patient engagement (PE) within e-health innovation research. METHOD: Using qualitative descriptive methodology, semi-structured interviews were conducted with eight participants (patient partners and research/development team members). FINDINGS: Key themes were centred on enablers of, challenges to and methods of improving PE. CONCLUSION: PE must be prioritized from study conception, explicitly programmed into study conduct and valued by integrating patient partner input.

Beyond instrumental support: Mobile application use by family caregivers of persons living with dementia.

In recent years, there has been a rapid increase in technology use in dementia caregiving, particularly the use of mobile applications (apps) which are highly accessible, cost-effective and intuitive. Yet, little is known about the experiences of family caregivers of persons living with dementia who use apps to support caregiving activities. This is of particular concern given that limited understandings of the user experience in designing technology have often led to end-users experiencing barriers in technology adoption and use. Using a qualitative descriptive approach, the purpose of the study was to explore the experiences of family caregivers of persons living with dementia on using apps in their caregiving roles. A purposive sample of five family caregivers in Ontario, Canada participated in two interviews each, with the second interview informed by photo-elicitation methods. Thematic analysis of the collected data revealed a central overarching theme, Connecting to support through apps in my, your and our lives, which explicated how apps played an important role in the lives of the caregiver, the care recipient and both together as a dyad. Three core themes also emerged: Adapting apps to meet individual needs of the dyad, Minimising the impact of the condition on the person and the family and Determining the effectiveness of apps. The findings highlighted that the value of apps extends beyond their mere functionality and their ability to help with care provision as they are also able to promote richer interpersonal connections, enhance personhood and sustain family routines. This research advances our understanding of the impact of app use in caregiving and provides direction for future research, policy, education, practice and app development.

Cultural contexts during a pandemic: a qualitative description of cultural factors that shape protective behaviours in the Chinese-Canadian community.

BACKGROUND: During the COVID-19 pandemic, there have been significant variations in the level of adoption of public health recommendations across international jurisdictions and between cultural groups. Such variations have contributed to the dissimilar levels of risks associated with this world-changing viral infection and have highlighted the potential role of culture in assigning meaning and importance to personal protective behaviours. The purpose of this study is to describe the cultural factors during the COVID-19 pandemic that shaped protective health behaviours in the Chinese-Canadian community, one of the largest Chinese diasporas outside of Asia. METHODS: A qualitative descriptive design was employed. Content analysis was used to analyze the data from semi-structured virtual interviews conducted with 83 adult Chinese-Canadian participants residing in a metropolitan area in the Province of Ontario, Canada. FINDINGS: The cultural factors of collectivism, information seeking behaviour, symbolism of masks, and previous experience with severe acute respiratory syndrome (SARS) emerged as themes driving the early adoption of personal protective behaviours within the Chinese-Canadian community during the first wave of COVID-19. These protective behaviours that emerged prior to the first nation-wide lockdown in Canada included physical distancing, mask use, and self-quarantine beyond what was required at the time. CONCLUSION: These findings have implications for the development of future public health interventions and campaigns targeting personal protective behaviours in this population and other ethnic minority populations with similar characteristics.

Undergraduate nursing students' experiences of anxiety-producing situations in clinical practicums: A descriptive survey study.

BACKGROUND: Clinical practicums are regarded as one of the most anxiety-producing aspects of the curriculum by nursing students. Practicum-associated anxiety has negative impacts on learning, performance, and well-being. Little is known about what makes final year nursing students anxious during their practicum experience and the impact of clinical and student characteristics on their level of anxiety. OBJECTIVES: The objectives of the study were (1) to explore which clinical situations final year nursing students perceive as anxiety-producing; (2) to identify if perceived level of anxiety associated with clinical tasks differ by clinical and student characteristics; and (3) to determine the relationship between clinical and student characteristics and perceived level of anxiety among nursing students. DESIGN: Descriptive, cross-sectional survey. SETTING: One university in Ontario, Canada. PARTICIPANTS: A convenience sample of 93 final year undergraduate nursing students. METHODS: The Clinical Experience Anxiety Form (CEAF) was administered to assess perceived level of anxiety associated with common practicum tasks. Descriptive statistics, one-way analysis of variance, and Pearson's correlation tests were used to address the research questions. Content analysis was conducted for open-ended questions. RESULTS: Participants reported the following three situations as most anxiety-producing: fear of making mistakes, being observed by instructors, and initial clinical experience on a unit. Differences were noted between younger (18 to 24 years-old) and older (25 to 34 years-old) students, with the older student group reporting lower levels of anxiety associated with the following clinical situations: being observed by instructors and asking questions of faculty. Age was also found to be negatively correlated with CEAF scores wherein younger students reported higher CEAF scores. Content analysis indicated common areas that worried participants most about their practicum and their academic year. CONCLUSIONS: Findings emphasize the importance of nursing educators to recognize anxiety-producing practicum situations and develop anxiety management interventions to ensure optimal learning.