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.

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.

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.

Sistematização da assistência e processo de enfermagem: conhecimento de estudantes de enfermagem / Nursing care systematization and nursing process: the nursing undergraduates' understanding / Sistematización de la asistencia y proceso de enfermería: conocimiento de estudiantes de enfermería

Objetivo: Analisar o conhecimento de estudantes de enfermagem sobre a sistematização da assistência de enfermagem e processo de enfermagem. Métodos: Estudo transversal, descritivo, exploratório, com abordagem quantitativa, realizada com 109 estudantes de enfermagem, por meio de um instrumento estruturado e avaliado por especialistas. Os dados foram analisados utilizando a estatística descritiva simples. Resultados: 61,5% dos participantes possuem dificuldades com as etapas do processo de enfermagem, 78,8% não possuíam conhecimento sobre a sistematização da assistência de enfermagem antes de cursar a disciplina, dentre as dificuldades para elaborar o processo de enfermagem 70,6% citam sobrecarga de trabalho, falta de profissionais e número elevado de pacientes. Conclusão: Durante a graduação os conteúdos devem ser ministrados relacionados ao processo de enfermagem de forma a propiciar a conexão da teoria à prática diária do enfermeiro, levando o estudante à reflexão acerca de sua atuação profissional, instigando-o na busca constante pela melhora na qualidade da assistência

Objective: The study's main purpose has been to analyze the comprehension of nursing undergraduates concerning both nursing care systematization and nursing process. Methods: It is a cross-sectional, descriptive and exploratory study with a quantitative approach that was performed with 109 nursing undergraduates, using a structured instrument and being assessed by specialists. Data were analyzed using simple descriptive statistics. Results: The findings have shown that 61.5% of the participants had difficulties with the stages of the nursing process, 78.8% did not have knowledge regarding the nursing care systematization before attending the discipline; among the difficulties to elaborate the nursing process, 70,6 % mentioned work overload, lack of professionals and large number of patients. Conclusion: During the Nursing Graduation Course, the contents must be taught addressing the nursing process aiming to facilitate the correlation between theory and nurse daily practice, leading the students to ponder upon their professional performances, therefore, driving them toward constant information pursue for providing better care quality

Objetivo: analizar el conocimiento de estudiantes de enfermería sobre la sistematización de la asistencia de enfermería y proceso de enfermería. Métodos: estudio transversal, descriptivo, exploratorio, con abordaje cuantitativo, realizado con 109 estudiantes de enfermería, por medio de un instrumento estructurado y evaluado por especialistas. Los datos fueron analizados utilizando la estadística descriptiva. Resultados: 61,5% de los participantes tienen dificultades con las etapas del proceso de enfermería, el 78,8% no poseía conocimiento sobre la sistematización de la asistencia de enfermería antes de cursar la disciplina, entre las dificultades para elaborar el proceso de enfermería 70,6 % citan sobrecarga de trabajo, falta de profesionales y elevado número de pacientes. Conclusión: durante la graduación los contenidos deben ser ministrados relacionados al proceso de enfermería de forma a propiciar la conexión de la teoría a la práctica diaria del enfermero, llevando al estudiante a la reflexión acerca de su actuación profesional, instigando en la búsqueda constante por la mejora en la calidad de la asistencia

Utilização das tecnologias educativas: distância oceânica entre o processo formativo real e o ideal na enfermagem / The utilization of educational technologies: huge gap between the real and the ideal training processes in nursing education / Utilización de las tecnologías educativas: distancia oceánica entre el proceso formativo real y el ideal en la enfermería

Objetivo: analisar os entraves durante o percurso acadêmico no curso de Enfermagem acerca da utilização das tecnologias educativas. Métodos: pesquisa descritiva com abordagem qualitativa. Os dados foram coletados por meio de entrevistas semiestruturadas com discentes de enfermagem no período de novembro de 2016 a janeiro de 2017, sendo os depoimentos analisados através da análise de discurso. Resultados: os discentes discursaram como entraves o fato dos docentes permanecerem fincados no método tradicional de ensino; a falta de interesse em levar essas tecnologias para o ambiente de ensino, além da formação dos próprios educadores serem focadas em um ensino com metodologias tradicionais. Conclusão: surge a necessidade de discutir sobre o papel da gestão e a formação pedagógica necessária para a efetividade da docência em saúde, que, mesmo com todas as diretrizes norteadoras e reestruturadoras desse ensino, não garantem a formação do profissional com o perfil pretendido

Objective: The study's main purpose has been to analyze the obstacles of academic life in the Nursing Graduation Course concerning the educational technologies usage. Methods: It is a descriptive research with a qualitative approach. Data collection took place through semi-structured interviews with nursing undergraduates from November 2016 to January 2017, and the interviews were analyzed through discourse analysis. Results: The students addressed as obstacles the fact that the professors remain in the traditional method of teaching; the lack of interest in bringing new technologies to the teaching environment, and the training of the educators themselves are focused on teaching with traditional methodologies. Conclusion: There is a need to discuss the role of management personnel and the pedagogical training necessary for the effectiveness of teaching in health, which, even with all the guiding directives and restructuring of this teaching, do not guarantee appropriate training towards the desired professional profile

Objetivo: analizar los obstáculos durante el curso académico en el curso de Enfermería acerca de la utilización de las tecnologías educativas. Métodos: investigación descriptiva con abordaje cualitativo. Los datos fueron recolectados por medio de entrevistas semiestructuradas con discentes de enfermería en el período de noviembre de 2016 a enero de 2017, siendo los testimonios analizados a través del análisis de discurso. Resultados: los discentes discursaron como obstáculos el hecho de que los docentes permanecieran fincados en el método tradicional de enseñanza; la falta de interés en llevar esas tecnologías al ambiente de enseñanza, además de la formación de los propios educadores se enfocan en una enseñanza con metodologías tradicionales. Conclusión: surge la necesidad de discutir sobre el papel de la gestión y la formación pedagógica necesaria para la efectividad de la docencia en salud, que, aun con todas las directrices orientadoras y reestructuradoras de esa enseñanza, no garantizan la formación del profesional con el perfil pretendido

Analysis of stress-causing factors in the final undergraduate year of the nursing course / Análise dos fatores desencadeantes de estresse em estudantes do último ano de graduação em enfermagem

An exploratory and descriptive study that analyzed the intensity of stress caused by different situations is provided. The sample consisted of 47 final-year nursing students at the State University of Londrina and was carried out between July and September 2009. Data, obtained by a seven-item visual analogue scale and by a single open question on the perception of other stress sources, were analyzed through rating scores and resulted in a data table. Most students were rated at intensity 3 (38.3%) and 4 (36.2%), or rather, maximum overload stress for academic studies. Lack of leisure time and fear of unemployment after graduation were regarded as stress-causing situations, coupled to a feeling of being unprepared to exercise one's profession. Financial difficulties led to lower intensity but medium-significance factors for stress development. Interpersonal relationships received the lowest intensity scores. Results indicated future changes in the curriculum of the nursing course to minimize the suffering and harm to the students' mental health and to provide the full development of their emotional maturity.

Estudo exploratório e descritivo que estudou a análise da intensidade de estresse causado por diversas situações. A amostra foi composta por 47 estudantes do último ano do curso de Enfermagem da Universidade Estadual de Londrina, entre julho e setembro de 2009. Os dados foram obtidos por meio de uma escala visual analógica de sete itens e uma única questão aberta sobre a percepção de outras fontes de estresse. Os dados foram analisados utilizando o escalonamento simples que resultou na construção de uma tabela. A maioria dos entrevistados julgou como intensidade 3 (38,3%) e 4 (36,2%) - estresse máximo como sobrecarga para realizar os trabalhos acadêmicos. A falta de tempo para diversão e medo de não conseguir emprego após o término do curso, foram situações consideradas como causadoras de estresse, assim como não sentir-se preparado para o exercício da profissão. Dificuldades financeiras foram motivos de intensidades menores, porém mediamente significativas para o desenvolvimento de estresse. Motivos associados a relacionamento interpessoal receberam as menores intensidades. Concluiu-se que os resultados do presente trabalho contribuem para alterações futuras na organização da grade curricular do curso de Enfermagem, de forma a minimizar os sofrimentos e danos à saúde mental dos estudantes, permitindo o desenvolvimento da sua maturidade emocional.