Gerontological educational interventions for student nurses: a systematic review of qualitative findings.

OBJECTIVES: This systematic review of qualitative studies explored interventions to improve student nurses' knowledge, attitudes or willingness to work with older people. Student nurses are likely to encounter older people in all health and aged care settings, however, research demonstrates that few have career aspirations in gerontological nursing. METHODS: Qualitative systematic review method based on the Cochrane Handbook for Systematic Reviews of Interventions. RESULTS: Search of Medline, Embase, PsycINFO, EBSCOhost and Scopus yielded 1841 articles which were screened to include primary research about educational interventions to improve student nurses' knowledge, attitudes and/or willingness to work with older people. Data extraction was performed on the 14 included studies, and data were analysed using directed content analysis. The Mixed Methods Appraisal Tool (MMAT) was used the assess the quality of the studies. CONCLUSIONS: Educational interventions included theory or practice courses, or a combination of theory and practice. While most interventions changed nursing students' negative attitudes towards older people, few increased their willingness to work with them. Practice courses had the most significant impact on willingness to work with older people. Quality assessment revealed methodical limitations. More research is needed to better understand the elements of practice interventions that enhance student nurses' knowledge, attitudes, and willingness to work with older people, so that they can be replicated.

A philosophical exploration of rural health and nursing based on an undergraduate United States-Australian collaboration through the lens of 'positionality'.

Growing nursing workforce maldistributions impede rural healthcare access globally. In-depth exploration of underlying philosophical ideas about rural health in nursing curricular could support recruitment and retention of nurses who are well positioned to support and advocated for health care and services relevant to their communities. Through a lens of positionality, the purpose of this paper is to explore rural health and nursing within the United States and Australia from the perspective of undergraduate students. Recognizing that both countries have 'first world' health services, issues of access to services associated with systemic and structural biases were significant features identified by participants. Their perceptions were supported by discussion with attendees of the 26th International Nursing Philosophy Conference from several countries, during a presentation titled 'What is different about rural health nursing: A philosophical exploration.' This international consistency suggests that systemic and structural biases are global phenomena. While exposure to rural health and rural nursing may be beneficial for recruitment, preparing nurses for rural practice requires more than educating students to complete clinical tasks. Uncovering collaboration, advocacy and policy development opportunities for nurses in rural communities could move the dial from recruiting rural nurses to fulfill immediate needs to retention of well-educated and highly skilled nurses. Building a stronger philosophical base for rural healthcare inclusive of all people, honouring their distinguishing characteristics such as age, gender, ethnicity, is long overdue. Positionality can inform how nurses across the globe relate to other countries' governments, cultures, norms, values, expectations, etc., which can influence the advancement of the profession and address social inequities among rural populations.

Relationships of the adversity quotient subtypes of nursing interns with depression, coping styles, positive psychological capital, and professional adaptability: a cross-sectional study.

BACKGROUND: Nursing interns encounter numerous professional pressures during clinical practice. Assessing adversity quotient levels and understanding the influencing factors are crucial for supporting students' seamless transition to professional nurses. PURPOSE: This study examined the adversity quotient subtypes of nursing interns and explored the relationships between adversity quotient and depression, coping styles, positive psychological capital, and professional adaptability. METHODS: This study employed a cross-sectional research design, involving a survey of 287 nursing interns in five general hospitals in Shanghai, China. Latent profile analysis was conducted to explore the subtypes of adversity quotient with the four domains as input variables. Multinomial logistic regression models and multiple correspondence analysis were used for subsequent data analysis. RESULTS: The average adversity quotient score of the nursing interns was 116.63 ± 32.22. A three-profile solution was obtained based on the latent profile analysis results. Three distinct subtypes emerged: a high-adversity quotient subtype (n = 50, 17.4%), a medium-adversity quotient subtype (n = 189, 65.9%), and a relatively low-adversity quotient subtype (n = 48, 16.7%). Multinomial logistic regression revealed that nursing interns in the high-adversity quotient subtype tended to be male, and had higher scores for positive psychological capital, negative coping style, and professional adaptability (p < 0.05). CONCLUSION: Most of the nursing interns were in the medium adversity quotient subtype. Gender, positive psychological capital, negative coping style and professional adaptability were all significantly related to the adversity quotient. Boosting the positive psychological capital of nursing interns is an effective way to improve the adversity quotient.

[Multidimensional supportive psychological intervention in clinical practice teaching of andrological nursing].

OBJECTIVE: To examine the application of a novel pedagogical approach multidimensional supportive psychological intervention (MSPI) in the clinical practice teaching of andrological nursing care. METHODS: Using the Hamilton Depression Scale (HAMD), we assessed the psychology of 100 nursing interns about to enter clinical practice in the Department of Andrology from December 2021 to December 2022. We equally randomized the subjects into an experimental and a control group, the former receiving MSPI and the latter trained on the conventional teaching model without any psychological support intervention. RESULTS: Compared with the baseline, the HAMD scores were significantly decreased in the experimental group after intervention (12.4±2.1 vs 8.9±2.4, P<0.01), but increased in the controls (13.1±1.8 vs 14.7±1.9, P<0.01); the skill scores dramatically increased in the experimental group (82.6±4.7 vs 91.2±2.4, P<0.01), but decreased in the control group after intervention (81.0±3.5 vs 80.4±2.7, P = 0.28). CONCLUSION: MSPI can significantly enhance the learning enthusiasm of nursing students in a short period, reduce their psychological stress and improve teaching outcomes. This approach, combining psychology with teaching, can also strengthen the mental resilience of nursing students and better confront them with future professional challenges.

Socioemotional Skills in the Teaching-Learning Process Mediated by Medium- and High-Fidelity Clinical Simulation in Nursing Students: Protocol for a Scoping Review.

BACKGROUND: In nursing education, contact with real scenarios implies the design of favorable experiences to develop prioritization, reasoning, critical thinking, and management skills that support future practice. In the context of the teaching-learning process, simulation emerges as a support strategy, but its use and management require the knowledge and appropriation of teachers. Clinical simulation during education promotes growth in technical skills and aptitudes such as critical thinking, emotional management, organization, delegation, and teamwork. The culmination positively impacts the student, reflecting on their confidence, security, and adaptability to unexpected or unknown situations and risks. OBJECTIVE: The aim of this scoping review is to determine the socioemotional skills described during the teaching-learning process mediated by medium- and high-fidelity clinical simulation in nursing students. METHODS: The main concepts and limits of the research area will be determined according to the 5 phases of a scoping review proposed by Arksey and O'Malley. Research articles and postgraduate theses published between 2010 and 2023 in English and Spanish will be considered. Dissertation-type documents, book chapters, editorials, abstracts, and articles focused on clinical simulation among nursing professionals will be excluded. The articles will be retrieved from databases available at the Universidad Cooperativa de Colombia, along with CINAHL, Scielo, and PubMed. The search strategy will be based on the Population-Concept-Context framework. Article selection will be carried out by 2 independent evaluators who will review titles and abstracts in stage 1 and the full text in stage 2. A database of retrieved articles will be built with the variables of interest. A qualitative thematic analysis will be conducted by 5 independent reviewers to provide an overview of the literature, focusing on identifying similarities and contrasts between studies and contributions related to the aspects of social skills described in nursing students. RESULTS: The investigation has not yet started. The findings aim to focus on variables within the academic environment that, when correlated with the clinical simulation experience, may determine student learning. The working hypothesis is that students who experience greater satisfaction or possess better communication skills also demonstrate superior performance during high-fidelity simulation activities. The most relevant results will be contrasted considering the stated objective and knowledge gaps. Key aspects will also be compared with other reviews addressing related topics such as communication, self-efficacy, and self-confidence. Skills described by other authors that were not considered in the initial literature review will also be mentioned. CONCLUSIONS: Educational institutions are responsible for including learning experiences in controlled environments such as medium- and high-fidelity simulation to ensure the acquisition of technical capabilities and additional socioemotional skills. Recognizing and managing emotions is necessary to provide adequate care for users of health care services and for the increased effectiveness of professionals. TRIAL REGISTRATION: Open Science Framework p4ays; https://osf.io/p4ays. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/56436.

Psychotherapy Skills for Psychiatric Mental Health Nurse Practitioner Students in the Age of Competency-Based Education.

ABSTRACT: As the field of nursing moves toward competency-based education, faculty need to adapt teaching and learning strategies to meet standards for assessing core behaviors of graduate psychiatric mental health nurse practitioner students. This article reviews a psychotherapy skills-based learning assignment at Frontier Nursing University that was adapted to meet developing competency-based learning standards. The assignment utilizes prerecorded video scenarios to provide students with opportunities to reinforce psychotherapy skills during didactic coursework. Assessment is conducted via an analytic rubric and specific feedback is given to each student in writing.

Using Systematic Desensitization to Create a Mindfulness Activity for Nursing Students With Test Anxiety.

ABSTRACT: Undergraduate nursing students are voicing high levels of test anxiety within their learning environments. The purpose of this study was to examine the impact of a mindfulness intervention, using systematic desensitization, on community college nursing students' test anxiety. Data were collected and analyzed with a sample of 107 students randomly selected for a control and intervention group. The intervention group, which listened to a mindfulness podcast while using muscle relaxation, had significantly lower post-intervention test anxiety scores (p <. 001) than the control group. Systematic desensitization is a type of mindfulness that nursing students can use to decrease test anxiety.

The effects of profession-related films on the professional pride of nursing students: A randomised controlled trial.

AIM: This study aimed to determine the effects of profession-related films on the professional pride of nursing students. DESIGNS: The study was conducted with a randomised controlled experimental design. METHODS: The sample of the study consisted of 102 students enrolled in the first year of the School of Nursing, Zonguldak Bulent Ecevit University in Türkiye in the 2022-2023 academic year. These students were randomly assigned to the experimental (n = 57) and control (n = 45) groups. The experimental group watched two documentaries and a film on YouTube with a one-week break. Self-administered online questionnaires were distributed via WhatsApp groups for pretests and posttests. Data were collected with a "Sociodemographic Data Form" and the "Nursing Professional Pride Scale (NPPS)" included in the questionnaire forms prepared on the Google Forms platform. Data were analysed using Spearman's rho, the Mann-Whitney U Test, and the Wilcoxon Signed-Rank Test. RESULTS: The mean age of the participants was 18.80 ± 0.99 years, 80% of the participants were female, the place where 79.4% had lived for the longest duration in their lives was the city, 85.3% had information about the profession of nursing before they started university (36.8% from the internet, 34.6% from people around them). The experimental group had significantly higher NPPS scores than the control group after the intervention (p = 0.017). There was also a significant increase in the dimensions of professional feeling (p = 0.012) and desire to continue the profession in the experimental group (p = 0.002). PATIENT OR PUBLIC CONTRIBUTION: Patients and public were not involved in this research.

Students' core competence performance during fundamental nursing practicum: A cross-sectional survey with importance-performance analysis.

AIM: Limited available studies compare the core competence performance of students undertaking their practicum at different level-of-care practicum sites. This study aimed to (1) compare the gaps between the perception of importance for competence and the perceived performance of nursing students at practicum sites involving different level-of-care and (2) identify low competencies that must be prioritized for improvement at different sites during the fundamental nursing practicum. DESIGN: Cross-sectional design. METHODS: A total of 659 students who had passed their fundamental nursing practicum within 1 month from six nursing colleges in Taiwan were recruited. The students completed the 25-item Core Competence in Fundamental Nursing Practicum Scale, wherein both the importance and performance level of each item are indicated. One-way analysis of variance along with the Scheffe post hoc test and importance-performance analysis were used to explore the gaps between the perception of importance for competence and the perceived performance and to identify weak competencies that must be prioritized for improvement, respectively. RESULTS: Compared with nursing students practicing in district hospitals (predominantly caring for chronically ill patients), nursing students practicing in medical centres (predominantly caring for patients with severe and critical conditions) had larger gaps in total scores and the application of nursing processes. Students in medical centres also had larger gaps in professional attitude than their counterparts in long-term care facilities. Importance-performance analysis identified a common shortfall in communication skills among nursing students for all level-of-care practicum sites. Students at long-term facilities had the highest number of weak competencies that required improvement. The results of this study can guide instructors in designing curricular activities focused on the weaker core competencies of the students at a practicum site for each level of care. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contributions.

Sexuality attitudes and beliefs survey (SABS): validation of the instrument for the polish nursing and midwifery students.

The aim of the study is to create a Polish version of the sexuality attitudes and beliefs survey (SABS), to assess its cultural adaptation and psychometric properties and to utilize it to enable a cross-sectional study of the sexual attitudes and beliefs among Poland's nursing and midwifery students. Non-random network sampling and the adapted SABS v. PL scale were employed for the latter purpose. A total of 570 nursing and midwifery students from two Polish universities completed the questionnaire. Cronbach's alpha coefficient was utilized to measure the internal consistency of the SABS scale, while exploratory factor analysis (EFA) was employed to determine its construct validity. The factors that most affect respondents' sexual attitudes and beliefs were identified through a stepwise multiple regression method and through an econometric model. An exploratory factor analysis of the SABS v. PL scale revealed an adequate fit and confirmed the 4-factor model. The Cronbach's alpha coefficient for SABS v. PL amounted to: α = 0.66. The study's student population had a mean SABS score of 41.65 ± 5.63, while the mean SABS item score varied between 2.55 ± 1.27 and 4.35 ± 1.07. The study's results show that the SABS v. PL questionnaire is a valid and reliable instrument. The work revealed that Polish nursing and midwifery students have attitudes and beliefs which negatively impact their ability to evaluate a person's sexual health concerns and provide relevant health counselling.

The relationship between moral reasoning and nurses' professional values in undergraduate nursing students: a descriptive-correlational study.

BACKGROUND: Moral reasoning in nursing is crucial in delivering high-quality patient care and fostering increased job satisfaction among nurses. Adhering to professional values is vital to this profession, and nurses must modify their actions to align with these values. OBJECTIVE: This study aimed to examine the correlation between moral reasoning and professional values among undergraduate nursing students. RESEARCH DESIGN: A descriptive correlational design was recruited. PARTICIPANTS AND RESEARCH CONTEXT: The research was conducted at three nursing schools located in Tehran, Iran. The sample was recruited through random stratified sampling, specifically targeting undergraduate nursing students. The data collection tool comprised a three-part questionnaire, including a demographic information form, the Nursing Dilemma Test, and the Nurses Professional Values Scale Revised Questionnaire. The distribution of questionnaires encompassed both face-to-face and electronic methods. The analysis of data was conducted using SPSS 16 software. The data was analyzed using the independent samples t-test, Pearson's correlation coefficient, and linear regression analysis. The P value of 0.05 was considered significant. ETHICAL CONSIDERATIONS: The Ethics Research Center of Shahid Beheshti University of Medical Sciences approved the study. FINDINGS: Data analysis showed that moral reasoning was directly correlated to professional values (r = 0.528, p < 0.001). The mean scores of Principled Thinking (P.T.), Practical Consideration (P.C.), and Familiarity with similar moral dilemmas of the NDT scale were 42.55 (SD = 12.95), 15.72 (SD = 6.85), 16.08 (SD = 6.67), respectively. Also, the total score of professional values of students was 90.63 (SD = 28.80). CONCLUSION: The findings indicated that moral reasoning and interest in nursing predict students' professional identity. Thus, any effort to enhance interest in the profession can contribute to developing students' professional identity. This can involve incentivizing, enhancing the professional reputation at the community and university levels, and valuing student preferences and necessities.

Intentional Learning in Nursing Education: Can It Foster Success in Competency-Based Education?

BACKGROUND: The defining attributes of intentional learning match the needed characteristics of students in competency-based education (CBE). The Learning Orientation Questionnaire measures these characteristics and can be used to facilitate improvement in these attitudes and skills, which results in higher order thinking and lifelong learning. METHOD: A longitudinal study was performed with nursing students (N = 53) to determine if intentional learning scores continued to improve over time and were associated with student performance. RESULTS: These students had significantly higher intentional learning scores at the end of the program than at the end of the second semester (p < .001). Intentional learning scores were not associated with student performance at the end of the program (p = .473). CONCLUSION: As nursing programs transition to CBE, intentional learning theory can be used to support students. Nursing programs are advancing these characteristics but will need to do so earlier as they implement CBE. [J Nurs Educ. 2024;63(8):552-555.].

Advancing Equity and Justice in Academic Nursing Through Trauma-Informed Education Practice.

BACKGROUND: As educators and schools redouble their efforts to support and graduate a diverse and highly competent student body, there is an urgent need to adopt an academic framework to understand the effects of trauma on student learning, ground equity and justice in nursing education, and underpin policy development. METHOD: This article explicates the use of equity-centered trauma-informed education practice (TIEP) as a framework for examining, scrutinizing, and eliminating the influences and effects of racism, including explicit, implicit, systematic, and microaggressions, as well as inequitable approaches in practices, pedagogy, and policy. RESULTS: Five key strategies were identified: (1) bias and antiracist work; (2) safety and trust; (3) culturally responsive pedagogy; (4) wellness and balance and (5) community-building. CONCLUSION: Transforming nursing education requires a paradigm shift, with changes occurring from an individual to a system level. TIEP ensures changes are equity-centered and justice-focused. [J Nurs Educ. 2024;63(8):507-514.].

Promoting Academic Success in Nursing Education Through Academic Coaching: A Scoping Review.

BACKGROUND: Academic support services can improve undergraduate and graduate nursing program outcomes such as program completion and passing the NCLEX. Academic success coaching complements traditional support strategies by providing study skills and time management tools, promoting goal setting and self-efficacy, and referring students to support resources. This review examined interventions that academic success coaches use to improve student success and retention, licensing examination pass rates, and academic success. METHOD: A scoping literature review identified types of interventions that resulted in significant improvement in student academic and holistic success. RESULTS: Four classes of interventions were identified as effective in supporting student success: (1) academic support; (2) social and emotional support; (3) clinical guidance; and (4) course and program design. CONCLUSION: Academic coaches are educated to identify student needs, provide support, and refer students to resources to improve academic outcomes. Future research should evaluate the need for academic success coaches to promote academic nursing student success. [J Nurs Educ. 2024;63(8):515-524.].

Knowledge Acquisition and Retention in a Flipped Nursing Course: A Quasiexperimental Study.

BACKGROUND: Student knowledge acquisition and retention are essential in nursing training. This study examined differences in content knowledge acquisition and retention between traditional and flipped classroom (FC) formats. METHOD: A pretest-posttest quasiexperimental design with a follow-up test was used for this study of associate degree nursing students in a Hong Kong community college. The control group (n = 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC (n = 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course. RESULTS: Content knowledge scores for both groups improved after the course. Students in the FC performed better in the short-term (posttest immediately after the course) and long-term (follow-up-test 3 months later) than students in the TC. CONCLUSION: Implementing the FC method effectively promoted students' knowledge acquisition and retention. [J Nurs Educ. 2024;63(8):501-506.].

Social Media Use and Psychological Distress Among Undergraduate Nursing Students: A Review.

BACKGROUND: Undergraduate nursing students experience high stress and use social media sites at high rates. Yet, there is a paucity of literature focused on understanding the association between social media use and psychological distress among undergraduate nursing students. METHOD: Guided by Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA), a systematic review was conducted on the association between social media use and psychological distress among undergraduate nursing students. RESULTS: Ten articles met the inclusion criteria. Most of the included studies used cross-sectional designs. The findings indicated that undergraduate nursing students who followed social media sites were more likely to report symptoms of psychological distress, particularly significant depressive and anxiety symptoms. CONCLUSION: Undergraduate nursing students who use social media are likely to experience psychological distress. Combined interventions focused on minimizing social media use and reducing academic stress may help foster the psychological health of nursing students. [J Nurs Educ. 2024;63(8):540-545.].